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FOR  THE   COMMON  SCHOOLS 

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CRANS:  &  COMPANY.  TOPCKLA 

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LIBRARY 

OF  THE 

University  of  California. 

GIFT    OF 


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Class 


COURSE    OF    STUDY 


FOR    THE 


COMMON   SCHOOLS 


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To  the  County  Superintendent  and  other  School 
Officials : 

Owing  to  ail  oversight  in  compiling  the  Common 
School  Course,  in  the  list  of  texts  consulted  in  outlining 
the  Primary  History  Course  for  the  6th  grade,  "Gor- 
dy's  AmericariT^eadersand  Heroes"  was  inadvertently 
omitted.  Superintendents  are  requested  to  bring  this 
to  the  attention  of  their  teachers  at  once. 

The  Committee  on  Course  of  Study. 


OF  THE     ^ 

UNIVERSITY   )i 

OF 


Ckane  &  Company,  Publisheks 

ToPEKA,  Kansas 

1907 


'5 


-L 


COURSE    OF    STUDY 


FOR    THE 


COMMON   SCHOOLS 


OF 


KANSAS. 


1^^,^^  PRESCRIBED    BY 

"THE   COMMITTEE   ON   COURSE    OF   STUDY. 


OF  THE     ■*     "~ 

iJNIVERsiTY   ) 


Cjrane  &  Company,  Publishers 

ToPEKA,  Kansas 

1907 


/v>V<^ 


Copyright  1907, 

By  Crane  &  Company, 

Topeka,  Kansas. 


COMMITTEE  ON  COURSE  OF  STUDY. 


E.  T.  Fairchild,  State  Superintendent  Public  Instruction, 

C.  W.  Good,  County  Superintendent,  Hiawatha. 

A.  J.  Stanley,  County  Superintendent,  Lincoln. 

Geo.  T.  Codding,  County  Superintendent,  Westmoreland. 

A,  W.  Hamilton,  County  Superintendent,  Hutchinson. 


Topeka,  Kansas,  August  12,  1907. 

County  Superintendents  and  other  School  Officials :  This  Course 
of  Study  is  authorized  and  approved  by  the  State  Board  of 
Education  for  use  in  the  common  schools  of  Kansas. 

C.  C.  Starr,  Secretary,  E.  T.  Fairchild,  Chairman. 


(3) 


163773 


CONTEI^TS. 


First  Grade  Work  begins  on  .        .        .  .    Page    13 

Second  Grade  Work  begins  on         ...  '^       22 

Third  Grade  Work  begins  on  .        .        .  .        "34: 

Fourth  Grade-  Work  begins  on        .        .        .  ''45 

Fifth  Grade  Work  begins  on  .        .        .  .        "       57 

Sixth  Grade  Work  begins  on   .        .        .        .  ''65 

Seventh  Grade  Work  begins  on  .        .        .  .       "       70 

Eighth  Grade  Work  begins  on         ...  "80 

Ninth  Grade  Work  begins  on  .        .        .  .     "       86 


PEEFACE. 


In  revising  the  Course  of  Study  the  committee  saw  no  need 
for  radical  departures.  Aside  from  the  inclusion  of  a  course  in 
Elementary  Agriculture,  the  purpose  has  been  to  so  adjust  the 
departments  as  to  make  the  work  based  upon  the  new  texts  as 
easy,  progressive  and  effectual  as  possible. 

In  the  revision,  the  several  aims  of  a  course  of  study  have  been 
kept  steadily  in  view: 

First — To  furnish  an  outline  of  the  various  branches  in  ac- 
cordance with  established  and  approved  methods. 

Second — To  advance  the  pupil  through  school  life,  giving 
him  credit  for  work  done  and  thereby  lessening  the  evil  effects 
of  a  too-frequent  change  of  teachers. 

Third — To  unify  the  work  by  furnishing  a  basis  for  closer 
and  more  effective  supervision. 

Fourth — To  enable  directors  and  parents  to  know  better 
what  the  schools  are  accomplishing  for  their  children,  and  to 
cooperater  with  the  teachers  in  the  work. 

Great  care  has  been  taken  not  to  encroach  upon  the  individu- 
ality of  the  teacher.  In  general,  the  Course  states  what  matter 
should  be  taught  and  the  order  of  teaching  successive  subjects; 
to  the  teacher  is  left  the  how  to  teach  them.  The  chief  require- 
ment is,  that  what  is  done  be  w^ell  done. 

Investigation  of  school  work  with  reference  to  the  adjustment 
and  arrangement  of  its  various  parts,  together  with  the  best 

(5) 


COMMON  SCHOOL  COURSE  OF  STUDY. 


means  and  plans  for  doing  it,  will  prove  to  be  professional 
work  of  the  highest  order.  The  teacher  who  knows  most  of 
these  matters  and  who  most  skillfully  adapts  them  to  her  daily 
work  will  prove  to  be  the  most  successful  teacher.  Hence  it 
is  suggested  that  the  Course  of  Study  be  studied  by  the  indi- 
vidual teachers,  and  also  in  the  institutes  and  teachers'  meet- 
ings during  the  year. 

To  be  of  real  use,  the  teacher  must  make  the  Course  her  con- 
stant companion.  Read  it  through  and  fix  the  general  outline 
clearly  in  mind.  Refer  to  it  often.  Remember,  that  the  pupil 
is  not  to  be  made  to  fit  into  the  Course  but  the  Course  should 

be  used  to  measure  the  pupil. 

COMMITTEE.     • 
ToPEKA,  August  14,  1906. 


OF  THE       ^ 

UNIVERSITY 

•OF 


GEJSTEEAL  SUGGESTIOISrS. 


Plan. — The  work  is  outlined  for  nine  grades  and  each  grade 
for  seven  months.  The  amount  in  each  division  is  calculated 
to  be  such  that  a  class  of  average  ability  taught  by  a  teacher 
of  average  ability  and  under  normal  conditions  will  accomplish 
a  grade  of  work  in  seven  months  and  the  course  in  sixty-three 
months.  The  work  should,  however,  be  well  done,  whether 
at  the  end  of  a  term  the  class  may  be  found  to  have  done  more 
than  a  grade  work  or  less. 

Classification. — Teachers  should  read  the  Course  carefully. 
In  beginning  a  school  it  is  best  to  take  a  few  days  to  become 
thoroughly  acquainted  with  the  abilities  of  the  children.  As 
fast  as  a  teacher  can  inform  herself,  she  should  place  each  pupil 
in  each  study  where  he  can  do  good  work.  Caution  must  be 
had  not  to  give  a  pupil  work  beyond  his  ability.  Nothing  is 
so  discouraging  as  attempting  to  do  a  thing  he  cannot  do  well. 
It  is  pleasanter  to  promote  than  to  demote.  Pupils  should  be 
classified  into  just  as  few  classes  as  may  be  without  doing  in- 
justice to  individuals. 

Classes  should  be  designated  by  grades  always;  as,  "Reading 
6."  Lettei*s  of  the  alphabet  should  not  be  used  to  designate 
classes,  either  in  calling  classes,  on  the  program,  or  otherwise. 

Whenever  it  is  found  a  pupil  should  be  transferred  from 
one  class  to  another,  the  change  should  be  made.    Sonnet imes 

(7) 


8 COMMON  SCHOOL  COURSE  OF  STUD Y. 

a  pupil  may  with  profit  do  extra  work  in  some  study  and  ad- 
vance to  the  class  above. 

Alternation. — The  following  .alternations  occur:  Reading  4 
and  Reading  5,  both  together  taking  the  work  of  the  ^Fourth 
Grade  in  1907-08,  and  Fourth  and  Fifth  grades  taking  Fifth- 
Grade  work  in  1908-09.  Similarly,  Reading  7  and  Reading  8 
alternate.  Also,  Classics  8  and  Classics  9;  Language  3  and 
Language  4;  Language  5  and  Language  6;  Geography  and 
Physiology  4  and  Geography  and  Physiology  5;  Geography 
7  and  Geography  8;  History  §  and  History  9;  Spelling  5  and 
Spelling  6;  Spelling  7  and  Spelling  8. 

Examinations. — "What  an  eye-opener  a  searching  written 
examination  would  be  in  schools  where  teachers  talk  and  ex- 
plain much  and  pupils  recite  very  little;  where  the  instruction 
is  given  largely  in  the  form  of  running  talks  without  a  halt  to 
test  results."— Dr.  E.  E.  White. 

'^Examinations  in  our  schools  cannot  cease.  They  are  a 
component  part  of  the  school." — Aaron  Gove. 

Language  has  two  forms — oral  and  written,  and  all  will  agree 
that  in  both  forms  there  should  be  training.  In  many  rural 
schools  little  written  expression  is  called  for  (and  little  of  that 
is  inspected),  except  where  the  county  superintendent  sends 
out  written  reviews.  It  is  suggested  that  written  tests  or  re- 
views be  sent  out  monthly  or  bi-monthly. 

Opening  Exercises. — Fifteen  minutes  every  morning  should 
be  given  to  general  exercises,  including  devotionals.  General 
exercises  may  be  varied  during  the  week  as  follows:  Monday, 
current  events;  Tuesday  and  Wednesday,  oral  lessons  in  agri- 
culture (see  outline,  page  96);  Thursday,  music  or  drawing; 
Friday,  stories  having  an  ethical  value. 


GENERAL  SUGGESTIONS.  9 

Calisthenics. — Open  windows  and  doors.  Allow  no  lazy, 
slovenly  motions.  Take  one  or  two  movements  and  drill  until 
all  move  in  unison.  Insist  upon  correct  position;  that  all  join 
in  the  exercise,  and  that  it  be  vigorous.  The  pupils  will  return 
to  their  studies  refreshed  in  body  and  mind  and  better  prepared 
to  do  good  work.  These  are  merely  rest  exercises,  and  should 
not  be  continued  longer  than  five  minutes. 

Music. — Teach  vocal  music,  if  you  can,  during  your  period 
for  general  exercises.  Give  one  lesson  each  week.  Write  the 
scale  on  the  board  and  drill  on  singing  it.  Use  any  device 
for  developing  a  tone  and  giving  the  timid  confidence  enough 
to  make  an  effort.  Sing  frequently.  Many  pupils  are  afraid 
to  sing  in  school,  but  they  should  be  encouraged  to  make  the 
attempt.  Singing  exerts  only  the  best  of  influence  over  a 
school.  Learn  m^ny  good  rote  songs.  If  possible,  get  song- 
books  for  your  school.  ^ 

Drawing. — Encourage  your  pupils  to  draw,  however  crude 
the  attempt  at  first.  If  the  teacher  has  time  and  training  to 
include  this  as  a  part  of  the  regular  work,  there  is  every  reason 
why  she  should  do  so.  Drawing  can  be  made  a  valuable  aid  in 
teaching  almost  any  subject:  e.  g.,  in  geography,  by  drawing 
maps ;  in  physiology,  by  drawing  different  parts  of  the  body ; 
in  arithmetic,  by  drawing  figures  to  illustrate  the  problem;  in 
reading,  the  imagination  may  be  stimulated  by  drawings  of  the 
places  and  things  described  in  the  selection.  Drawing  also  fur- 
nishes much  pleasing  and  valuable  material  for  busy-work  for 
the  little  ones.  In  fact,  it  is  almost  indispensable  to  success- 
ful teaching  in  the  lower  grades. 

Current  Events. — The  teaching  of  current  events  may  be 


10   '  COMMON  SCHOOL  COURSE  OF  STUDY. 

made  an  interesting  and  profitable  feature  of  school  work,  by 
taking  the  general-exercise  period  once  a  week  for  discussing 
any  proper  item  of  news,  local  or  general.  Political  news, 
while  it  should  be  non-partisan,  may  be  profitably  discussed  by 
teacher  and  pupil.  Much  of  current  events  may  be  taught  in 
connection  with  History,  Civics,  and  Geography,  leaving  other 
events  for  such  time  as  may  be  had  for  a  special  period. 

Let  pupils  take  up  such  questions  as  may  be  suggested  by  the 
topics  discussed,  and  collect  information  for  forming  intelligent 
judgments. 

Pupils  should  be  led  to  connect  local  and  State  affairs  with 
National  and  International.  Teachers  should  not  attempt  to 
analyze  too  nmch.  To  create  an  interest  in  school  work  as  ap- 
plied to  life  is  the  first  and  fundamental  consideration.  As  all 
material  in  school  newspapers  is  selected  from  the  school-room 
standpoint,  much  of  what  is  desired  to  be  taught  will  be  ab- 
sorbed in  home  reading  and  be  found  '^in  solution"  at  recita- 
tion-time. 

Encourage  pupils  to  get  information  of  parents  on  current 
topics,  and  to  consult  others  better  informed  than  themselves. 

Note. — Papers  which  the  teacher  will  find  valuable  in  teaching  current 
events:  "The  Little  Chronicle/'  published  in  Chicago;  "The  Pathfinder," 
in  Washington,  D.  C,  and  "The  Week's  Current,"  in  Chicago,  are  weeklies 

"Our  Times,"  published  in  New  York,  "The  World's  Events,"  in  Dans- 
ville,  New  York,  are  monthlies. 

Ethics. — Few  teachers,  at  least  few  teachers  of  experience, 
fail  to  recognize  the  responsibility  of  the  place  they  occupy.  In 
a  position  where  their  word  has  the  weight  of  authority  to  chil- 
dren in  their  charge,  spending  a  large  part  of  their  waking 
hours  in  contact  with  and  control  of  minds  in  the  formative 
state  of  development,  the  thoughtful  teacher  cannot  fail  to  recog- 


GENERAL  SUGGESTIONS. 11 

nize  that  her  influence  is  a  very  prominent  factor  in  determining 
the  after  character  of  those  who  as  pupils  were  subject  to  her 
instruction. 

While  example  is  and  must  be  the  principal  source  of  helpful 
influence,  it  is  believed  that  precept,  judiciously  introduced  for 
brief  periods,  after  confidence  and  sympathy  have  been  estab- 
lished between  pupils  and  teacher,  will  be  an  aid.  For  this  rea- 
son, it  is  suggested  that  at  morning  exercises  occasional  brief 
talks,  not  to  exceed  three  minutes  in  length,  on  questions  relat- 
ing to  Manners  and  Morals,  should  be  made  a  part  of  the  pro- 
gram. 


SUGGESTIVE  PEOGRAM. 


General  Exercises. 


Reading  1. 
Reading  2. 
Reading  3. 
Reading  4  and  5. 

Arithmetic  1. 
Arithmetic  2. 
Arithmetic  3. 
Arithmetic  4. 
Arithmetic  5. 


Reading  6  and  7. 

U.  S.  History  8  and  9. 

Classics  8  and  9. 


Arithmetic  6. 
Arithmetic  7. 
Arithmetic  8. 
Arithmetic  9. 


Reading  1. 
Reading  2. 
Language  3. 
(Physiology  4  and  5- 


-first  3  months.) 


(Geography  4  and  5 — last  4  months.) 
Grammar  7. 
Grammar  8. 
Ph5''siology  9. 


RECESS. 

History  6. 
Language  .5  and  6. 
History  7. 
Geography  7  and  8. 


Writing. 
Reading  1. 
Reading  2. 
Reading  3. 
Spelling  4. 

Let  the  above  program  be  for  Monday.     It  will  be  observed 

that  Spelling  5,  Spelling  6,  Spelling  7,  Spelling  8  and  Civics  9 

are  omitted.     Let  us  group  them  as  follows  into  what  may  be 

called  the 

ALTERNATING   PART: 

Spelling  5  and  6. 
Spelling?    "    8. 
Civics  9. 
On  Tuesday  let  the  alternating  part  be  taken  in  the  first 
quarter  of  the  day  in  place  of  Reading,  History,  and  Classics. 
On  Wednesday  in  the  second  quarter  of  the  day  in  place  of 
Arithmetic.     On  Thursday  in  the  third  quarter,  and  on  Friday 
in  the  fourth  q^uarter  of  the  day. 

(12) 


COUESE  OF  STUDY. 


FIRST  GRADE. 

Texts. — Primer,  First  Reader. 
Reading. 

The  method  of  teachiDg  reading  for  the  first  two  grades  is 
known  as  the  '^ Rational  Method  in  Reading/'  by  E.  G.  Ward. 
If  a  copy  of  the  Manual  for  this  method  is  not  in  the  hands  of 
the  teacher,  it  may  be  ordered  of  Silver,  Burdett  &  Co.,  Chicago. 

The  first  step  toward  success  is  for  the  teacher  to  make  her- 
self thoroughly  familiar  with  the  terms  and  explanations  on 
pages  1  to  8  of  the  Manual.  Although  the  Ward  method  of 
presentation  is  followed,  the  list  of  sight  words  is  compiled 
from  the  AVooster  Primer. 

The  order  in  which  phonograms  are  presented  is  also  changed 
to  meet  the  needs  of  the  text-books  in  use. 

Arrange  phonogram  cards  in  the  following  order: 

Set  I. — f,  1,  m,  n,  r,  s,  a,  e,  I,  o,  u,  ing,  ings,  ight,  ights, 
e,  €,  h,  b,  tr,  est,  ess,  e,  a,  d,  t,  s,  ek,  k. 

Set  11.— p,  y,  er,  ers,  sh,  w,  o,  tt,  i,  y,  ip,  ick,  ch,  pi,  pr, 
bl,  br,  ou,  ow,  v,  g,  th,  a,  gr,  ed,  cr. 

Set  III. — a,  g,  y,  6,  o,  g,  eir,  air,  are,  ear,  dt),  g,  a,  u, 
u,  ir,  o,  u,  x,  e,  wh,  q,  qr,  z,  n,  i,  gh. 

First  Month. — Teach  the  following  words  as  sight -words: 
See,  I,  you,  a  boy,  me,  can,  a  bird,  a  nest,  the,  an  egg. 

(13)    . 


14  COMMON  SCHOOL  COURSE  OF  STUDY. 


Develop  words  by  means  of  objects.  As  soon  as  the  word  is 
clear  in  the  mind  of  the  child,  })lace  the  words  in  script  on  the 
board.  The  written  word  should  bring  up  the  idea  in  the 
child's  mind  vividly  and  clearly.  As  soon  as  two  or  three  words 
are  easily  recognized,  combine  in  as  many  different  simple 
sentences  as  possible.  After  three  words  have  been  taught,  it 
is  well  to  write  each  word  in  large  vertical  script  on  a  card  6  by 
9  inches  in  size.  If  you  can  secure  the  use  of  a  rubber-printing 
outfit,  print  the  word  on  the  reverse  side  of  tlu^  card.  As  soon 
as  a  new  word  is  taught,  add  the  card  to  the  initial  stock,  and 
thus  form  yom*  list  of  sight  words  for  quick  drill. 

Teach  the  phonograms  f,  1,  a,  and  t. 

Take  up  three  lines  of  work  each  day: 

1.  Drill  on  sight  words. 

2.  Drill  on  phonograms. 

3.  The  ear-training. 

For  full  explanation  of  these  three  lines  of  work,  consult  the 
Manual,  pages  4,  5,  6,  7. 

Let  your  aim  be,  to  have  each  pupil  able  to  recognize  every 
word  assigned,  no  matter  where  found.  Too  much  sight  drill 
cannot  be  given.  The  separate  words  must  be  learned  before 
they  can  be  recognized  in  combinations  with  other  words.  Sug- 
gestion: Use  the  articles  ''a"  and  'Hhe"  with  each  noun;  as, 
^^adog,"'Hhedog." 

Second  Month. — Teach  the  following  words  as  sight  words : 
run,  do,  drum,  play,  good,  have,  he,  dog,  box,  flag. 

Phonograms  n,  r,  e,  I. 

Continue  three  lines  of  work  daily : 

1.  Sight-reading. 

2.  Drill  on  phonograms. 

3.  Ear-training. 


FIRST  GRADE.  15 


Follow  closely  instructions  given  in  Ward  Manual,  pages 
5,  6,  7.  The  three  lines  of  work  are  fully  canvassed  on  these 
pages.     Read  and  re-read. 

There  are  two  phases  of  sight-reading: 

1.  Recognition  of  words  only — the  aim  being  to  recognize 
words  without  their  relation  to  other  words. 

2.  The  combining  of  these  known,  words  into  simple  sentences. 
Present  the  new  word  before  the  word  drill  is  given,  then 

add  to  list  of  known  words. 

Third  Month. — ^Teach  will,  good,  does,  red,  tell,  they,  are, 
water,  to,  box,  fruit,  some,  us. 
Phonograms  s,  o,  t,  ing,  ings. 
Continue  daily  three  lines  of  work: 

1.  Sight-reading. 

2.  Drill  on  phonograms. 

3.  Ear-training. 
See  Manual,  pages  5,  6,  7. 

In  sight-reading,  do  not  omit  the  daily  drill  on  all  the  words 
learned,  in  addition  to  using  them  in  sentences. 

A  set  of  boxes  (one  for  each  child)  containing  all  the  words 
taught  will  prove  an  aid  for  busy- work.  Each  new  word  as 
presented  should  be  written  in  large  vertical  script  on  card- 
board, and  added  to  those  in  box. 

The  words  may  be  arranged  on  desk  in  the  order  in  which 
they  are  on  the  board  or  chart ;  or  the  child  may  arrange  on  his 
desk  only  the  words  he  can  name  quickly ;  or  he  may  copy  easy 
sentences  from  board,  and  these  may  be  used  as  reading  or 
writing  lessons. 

All  words  commonly  used  in  beginning  of  sentences  should  be 
written  on  one  side  of  card,  with  capital  letter. 


16 GOMMON  SCHOOL  COURSE  OF  STUDY. 

Many  other  uses  for  these  words  will  suggest  themselves  to 
the  teacher. 

There  should  be  at  least  three  sets  of  words  in  each  box,  and 
from  four  to  six  of  the  most  common  words,  as :  the,  an,  is,  etc. 

One  of  the  first  things  a  child  wants  to  write  is  his  own  name. 

A  good  plan  is  to  give  each  child  a  card  on  which  is  written,  in 
large  vertical  script,  his  given  name.  This  can  be  kept  in  the 
tablet  and  is  always  ready  for  use.  Size  of  tablet,  9  by  12 
inches. 

Fourth  Month. — Begin  Wooster  Primer;    go  to  page  46. 
Teach  the  following  words  as  sight  words :  and,  little,  eat,  book, 
come,  here,  is,  not,  old,  tree,  where,  girl,  go,  with,  green. 
Phonograms:   k,  c,  d,  ight,  ights. 

At  close  of  fourth  month,  this  class  should  know  the  follow- 
ing words : 

he  a  dog 

box  and 

fruit  little 

some  eat 

us  a  book 

run  come 

do  here 

a  drum  is 

play  not 

have  the  girl 

where  green 

did 

Be  sure  that  these  words  are  thoroughly  learned  before  at- 
tempting to  do  more.  It  is  believed  that  as  much  has  been 
assigned  as  the  average  child  can  well  learn,  and  as  much  as 


see 

will 

you 
I 

good 
does 

a  boy 
me 

red 
tell 

can 
a  bird 

they 
are 

a  nest 

water 

the 

flag 

an  egg 
old 

to 
a  tree 

go 

with 

FIRST  GRADE.      ^  17 


the  average  teacher  can  do  thoroughly.  Continue  the  sight 
drills  both  from  the  cards  and  from  the  list  on  the  board.  Suc- 
cess with  the  Primer  depends  on  the  thoroughness  of  the  pre- 
paratory work. 

Review  the  following  phonograms:  f,  1,  m,  n,  r,  s,  a,  e,-i;  o, 
t,  ing,  ings,  k,  -e,  d,  ight,  ights. 

[  Continue  daily  the  three  lines  of  work  as  given  in  previous 
months : 

Order  of  presenting  a  word : 

1.  By  means  of  objects,  teach  the  idea. 

2.  Secure  the  oral  expression  of  the  idea. 

3.  Make  the  crayon  say  it. 

An  essential  element  of  good  reading  is  the  quick  recognition 
of  words.  This  comes  only  through  experience.  Hence,  good 
reading  depends  upon  the  amount  of  reading  matter,  within 
the  child's  vocabulary,  that  the  teacher  presents. 

Insist  upon  the  correct  expression  of  every  sentence. 

Let  us  understand  that  'phonic  word-drill  should  be  empha- 
sized during  the  first  grade ;  during  the  second  and  third  grades 
the  phonic  drill  should  be  emphasized. 

First  Readers  should  now  be  had  and  used  in  connection  with 
the  Primer.  Keep  First  Readers  on  teacher's  desk,  and  during 
part  of  each  recitation  or  all  of  certain  recitations  use  lessons 
from  it  for  sight-reading.  Choose  lessons  having  few  new  words. 
If  there  be  one  or  two  new  words,  drill  on  them  a  moment  be- 
fore reading.  The  class  should  finish  the  Primer  and  the  first 
fifty  pages  of  the  First  Reader  in  this  grade. 

Fifth  Month. — Pages  46  to  60. 

Keep  up  a  continuous  review  during  this  and  the  following 
months.  Teach  the  phonograms  as  they  occur  in  words  in  the 
reading  lessons. 


18 COMMON  SCHOOL  COURSE  OF  STUJ^Y. 

Sixth  Month. — Pages  60  to  79. 

Seventh  Month. — Pages  79  to  87,  and  review. 

Schools  having  an  eight-months  term  will  take  Classic  No.  77, 

''Flower   Friends,"    Part   I,     Educational   Pub.    Co.,   Topeka, 

Kansas. 

Language. 

observations.  . 

In  the  hand  of  a  teacher  who  is  interested  and  thoughtful, 
the  language  lesson  may  be  one  of  the  most  fruitful  activities 
of  the  school-room.  To  such  a  teacher  the  pupil  comes  with  a 
given  amount  of  ideas  and  possessing  a  certain  degree  of  ability 
to  express  these  ideas  freely  and  correctly  in  an  oral  way.  She 
takes  him  where  he  is,  and  gradually,  year  after  year,  enlarges 
his  scope  of  ideas  and  thoughts  and  trains  him  into  more  free- 
dom and  correctness  of  expression.  The  first  year  or  two  she 
lets  him  express  himself  just  a  little  in  writing,  gradually  increas- 
ing the  amount  of  such  until  at  the  end  of  school  life  he  leaves 
her,  if  her  ideal  be  reached,  a  thoughtful  man,  able  to  express 
himself  freely  and  correctly  either  l)y  tongue  or. pen. 

Language  training  should  not  be  confined  to  the  language 
class.  Every  school  exercise  should  be  a  language  lesson. 
Memory-training  is  not  all  of  education.  In  reading,  in  arith- 
metic, in  history,  in  every  recitation,  strive  to  awaken  the 
imagination.  In  every  recitation  stimulate  to  freedom  and 
correctness  of  expression. 

Caution  nmst  be  used  that  language  lessons  be  not  too  formal. 
The  children  should  not  become  self-conscious.  Put  them  at 
ease.  Secure  vivacity.  The  recitations  should  be  frequent, 
short,  and  lively. 

The  use  of  correct  forms  is  a  habit,  and  habit  comes  of  repe- 


FIRST  GRADE.  19 


tition.  It  is  of  little  use  to  correct  an  error  if  it  be  not  challenged 
thereafter.  The  test  of  success  in  teaching  a  correct  form  is 
the  habit  of  the  pupil  to  use  it  without  conscious  effort. 

Suppose  the  pupil  is  taug^ht  the  use  of  the  period:  thence- 
forward, this  form  must  be  emphasized.  An  omission  must  not 
escape.  He  must  correct  every  error.  It  is  folly  to  load  him 
with  other  forms.  When  is  the  teaching  process  completed? 
When  the  pupil  without  effort  thinks  to  place  the  period  properly, 
when  an  omission  attracts  his  attention. 

ORDER   OF   DEVELOPMENT. 

Re-telling-  stories. 

Copying  sentences  and  paragraphs. 

Writing  from  dictation. 

Letter-writing. 

Narration  and  description. 

Caution :  Assign  no  writing  that  you  do  not  expect,  yourself, 
to  carefully  inspect. 

All  language  work  of  the  first  four  grades  should  be  done  in 
connection  with  the  other  studies. 

The  language  work  of  the  fifth  and  sixth  grades  should  be 
correlated  with  and  partly  based  upon  the  other  studies. 

The  lessons  herewith  outlined  for  the  first  four  grades  may 
be  easily  handled  in  schools  having  two  or  more  teachers,  but 
for  reasons  obvious  to  one  working  in  a  one-teacher  school 
it  is  thought  not  best  to  require  her  to  have  separate  language 
lessons.  It  is  suggested,  however  that  she  may  make  every 
recitation  a  language  lesson  and  may  frequently  give  the  greater 
}jart  or  all  of  a  reading  or  number  lesson  to  language-training. 
Where  justified,  one  may  give  part  or  all  of  the  work  outlined 
under  language.     It  is  suggested  that  in  one-teacher  schools 


20 COMMON  SCHOOL  COURSE  OF  STUDY. 

when  separate  language  periods  are  not  had  for  the  first  four 
grades  the  teacher  will  profit  in  making  other  lessons  language 
lessons  if  she  will  study  the  suggestions  and  model  lessons. 

For  first  grade  see  Course  for^  second  grade.  First-grade 
pupils  should  take  the  same  topics  as  the  second-grade  class, 
and  where  program  is  crowded,  both  classes  may  recite  together, 
the  first-grade  taking  oral  work  only  in  connection  with  the 
topics  assigned.  For  seat  occupations,  busy- work  adapted  to 
the  topic  under  consideration  should  be  used. 

Arithmetic — First  Grade. 

Number  work  the  first  year  should  be  very  informal  and 
closely  correlated  with  the  lessons  in  reading  and  language. 
The  work  as  outlined  is  based  on  Van  Amburgh's  ^' First  Days 
in  Number"  for  the  first  and  second  years.  The  ^'Introduc- 
tory" chapter  should  be  read  carefully  by  each  teacher.  No 
other  operations  should  be  taught  than  those  given  therein. 
Text  to  be  in  the  hands  of  the  teacher  only. 

First  Month. — Pages  9  to  22. 

Count  to  10.  Teach  numbers  by  objects  only.  Teach  lo 
write  numbers  to  5.  Teach  pupils  to  recognize  groups  of  ob- 
jects to  5. 

Use  many  objects,  and  spend  the  month  getting  the  idea  of 
number.  Do  not  attempt  to  do  much,  if  any,  combination 
work.  Supplement  the  work  given  in  the  text  whenever  class 
needs  require.    Teach  the  combinations  for  2. 

Second  Month. — Pages  22  to  33. 

Count  to  30.  Write  numbers  to  15.  Teach  the  combina- 
tions of  3  and  4.  Drill  thoroughly  on  all  work  attempted.  Do 
not  try  to  do  too  much. 


FIRST  GRADE.  21 


Third  Month. — Pages  33  to  40. 

Count  to  50.  Write  numbers  to  20.  Review  combinations 
of  2,  3,  and  4,  and  teach  the  combinations  of  5.  Teach  the 
Roman  notation  to  V. 

Fourth  Month. — Pages  40  to  52. 

Count  to  75.  Write  and  read  numbers  to  25.  Teach  the 
combinations  of  6  and  7.  Teach  the  Roman  numerals  VI  and 
VII. 

Fifth  Month. — Pages  52  to  62. 

Count  to  100.  Write  and  read  numbers  to  50.  Teach  the 
combinations  of  8.  Review  the  combinations  of  6  and  7.  Re- 
view all  the  Roman  numerals  taught. 

Sixth  Month. — Pages  62  to  72. 

Count  by  2's  to  10.  Write  and  read  numbers  to  75.  Teach 
the  combhiations  of  9,  and  review  4,  6,  and  8.  Teach,  the 
Roman  numerals  VIII  and  IX. 

Constantly  review.  Give  varied  animated  drills.  Have 
class  do  much  original  work  by  bringing  their  own  material  to 
illustrate  the  little  problems  they  may  make. 

Seventh  Month. — Pages  72  to  83. 

Count  by  2's  to  20.  W>ite  and  read  numbers  to  100.  Teach 
the  combinations  of  10.  Teach  Roman  numeral  X.  Review 
all  the  work  of  the  3^ear.  Do  much  original  work.  Do  much 
review  drilling,  making  the  review  drills  largely  oral. 

Do  not  attempt  to  go  beyond  the  assignment  for  this  year. 
As  much  work  has  been  outlined  as  should  be  attempted  by  any 
first-year  class. 

Schools  having  an  eight-months  term  review  carefully  all 
work  gone  over. 


22  COMMON  SCHOOL  COURSE  OF  STUDY. 


Spelling — First  Grade. 

Spell  words  from  reading  lessons.  For  suggestions,  see  First- 
Grade  Reading. 

Writing — First  Grade. 

Good  plain  writing  is  essential,  and  the  subject  should  have 
a  place  on  every  program.  Writing  is  a  habit,  and  good  writing 
is  only  attained  by  careful,  intelligent  practice,  always  with 
certain  standards  of  excellence.  So  insist  upon  all  written 
work  being  done  in  the  same  high  order. 

Teach  writing  with  other  work.  Use  pencil  at  least  four 
inches  long,  reasonably  sharp  and  not  too  hard;  No.  2,  if  not 
too  hard,  is  recommended.  The  writing  of  this  grade  should 
be  large,  full  and  clear.  Do  not  require  too  much,  and  watch 
the  development  of  forms.  Begin  movement  drills  on  the  oval 
in  the  last  half  of  the  year. 


SECOND  GRADE. 

Texts. — First  Reader,  Second  Reader. 

Reading. 

Purpose. — (a)  Sight  vocabulary,     (b)  Expression. 

In  assigning  the  reading  lesson,  be  definite;  drill  pupils  on 
new  words,  seeing  to  it  that  the  pronunciation  is  correct.  Show 
them  how  to  study  the  lesson. 

First  Month. — First  Reader,  pages  1  to  50. 

During  this  month,  review  carefully  all  words  taught  last 
year.  Spend  much  time  in  reviewing  the  phonograms  and  lists 
given  for  blend  drill.    Use  your  sight-cards  for  this  review, 


SECOND  GRADE.  23 


aiming  at  quick  recognition  of  all  words.  Use,  also,  chart  of 
sight-words  which  you  made  for  last  grade.  Use  the  words  in 
simple  sentences  and  stories  from  the  blackboard.  The  lesson 
may  be  concealed  by  a  curtain  until  class-time. 

The  phonograms  of  Set  I  should  be  recognized  at  sight  in 
either  script  or  print.  The  success  of  the  second  grade's  work 
depends  largely  on  the  facility  in  use  of  phonograms  in  blend 
drill.  Study  carefully  pages  8  and  9  in  Ward  Manual.  Teach 
the  phonograms  from  Set  II  that  occur  in  these  lessons.  Have 
all  words  thoroughly  mastered  from  blackboard  before  attempt- 
ing to  read  a  lesson. 

Do  not  let  any  chikl  try  to  read  until  he  can  give  the  whole 
sentence. 

As  each  new  phonogram  is  taken  up,  use  the  blend  drill 
corresponding  to  it  as  found  in  Manual. 

Study  pages  12  and  13  in  Manual  for  suggestions  on  this 
stage  of  reading. 

Keep  list  of  all  the  words  given  in  the  lessons,  and  use  for 
daily  review. 

This  class  may  also  use  the  boxes  prepared  for  first-grade 
class  as  language  work.  Building  sentences,  then  copying  on 
slates  or  paper,  or  copying  from  board. 

Second  Month. — Pages  50  to  77. 

When  a  new  phonic  sound  is  presented,  follow  it  with  the 
blend  drill  for  that  sound.  In  selecting  words  for  a  blend  drill 
on  a  new  sound,  be  sure  to  eliminate  all  words  containing  phono- 
grams that  are  not  familiar  to  the  child.  Study  carefully 
pages  10  and  11  of  the  Manual. 

Many  teachers  find  it  better  to  have  the  readers  kept  at  the 
teacher's  desk,  and  only  placed  in  the  hands  of  the  children 


24 COMMON  SCHOOL  COURSE  OF  STUDY. 

during  the  recitation.    This  insures  sight-reading  and  keeps 
the  material  fresh  for  the  lesson. 

Give  daily  drills  on  Set  I  of  phonograms.  Teach  the  phono- 
grams: p,  w,  y,  er,  ers.    Set  II. 

Third  Month.— Pages  77  to  102. 

Fourth  Month.— Pages  102  to  129. 

Fifth  Month. — Begin  Second  Reader.    Pages  7  to  47. 

Read  the  preface  and  note  to  teachers  in  the  first  part  of  the 
text,  and  become  familiar  with  the  author's  plan  and  purpose. 
Drill  on  the  pronunciation  of  words  and  spelling.  Use  the 
written  exercises. 

In  the  recitation,  let  the  pupils  tell  the  story.  See  who  can 
tell  it  best.  Let  them  commit  the  poems  and  recite  before  the 
class.     Do  not  neglect  the  phonic  drills. 

There  are  three  objects  in  this  drill:  (a)  to  teach  the  marks ; 
(6)  to  train  the  tongue;  (c)  to  train  the  car.  The  training 
of  the  tongue  and  the  ear  is  usually  slighted. 

Sixth  Month. — Pages  47  to  93. 

Seventh  Month. — Pages  93  to  145. 

Schools  having  an  eight-months 'term  will  take  the  following 
Classic:  ''Some  Bird  Friends,"  5  cents  per  copy,  Educational 
Publishing  Company,  Topeka.     No.  76. 

Language — Second  Grade. 

The  course  for  the  second  grade  is  based  on  Cooley  Manual, 
No.  1,  and  the  Primary  Plan  Books.     (A.  Flanagan  &  Co.) 

Facility  of  oral  expression  should  be  the  aim.  Pupils  should 
be  furnished  interesting  knowledge  to  express,  and  taught  to 
express  this  knowledge  with  originality  and  freedom.  From 
the  first,  errors  of  speech  should  be  corrected. 


SECOND  GRADE.  25 


Oral  reproduction  may  consist  of  complete  statements  in  an- 
swer to  questions  asked,  afterwards  telling  the  story  by  connect- 
ing the  statements.  Written  reproduction  comes  only  after  oral 
reproduction,  for  the  child  cannot  be  expected  to  write  well  any- 
thing which  he  cannot  first  tell. 

Under  ^^ Language  Proper''  the  correct  use  of  a  number  of 
words  is  taught  in  connection  with  the  regular  work  and  not 
as  a  separate,  technical  training. 

Written  w^ork  may  include  copying  of  sentences  and  short 
paragraphs  that  have  first  been  developed  orally  by  the  teacher, 
told  by  the  pupil  and  copied  on  the  board  by  the  teacher  to  be 
first  read  and  then  re-copied  by  the  pupils.  New  words  should 
be  learned  before  the  lesson  is  written  on  the  board  by  the 
teacher.  As  second-grade  pupils  advance,  the  writing  on  the 
board  of  oral  reproductions  given  by  pupils  may  be  omitted 
by  the  teacher  and  pupils  asked  to  reproduce  in  writing  what 
they  have  given  orally.  The  papers  may  then  be  corrected  and 
rewritten.  It  is  a  good  plan  to  copy  on  the  board  an  uncor- 
rected paragraph  and  ask  the  pupils  to  suggest  corrections. 

The  aim  of  the  following  outline  is  to  teach,  in  addition  to 
correct  written  and  spoken  language,  a  love  for  nature,  good 
literature,  and  good  pictures. 

First  Month. — Observation:  Study  of  autumn  flowers,  mak- 
ing a  specialty  of  the  nasturtium,  sunflower,  and  sweet  pea. 
Bring  plant,  root,  stem  and  flowers  into  the  school-room  for 
study. 

Tell  about  uses  of  root,  stem,  leaves,  and  flowers.  Describe 
each  orally.  Lead  pupils  to  give  statements,  as:  The  stem  is 
long.  The  stem  is  round  and  green.  The  sunflower  is  yellow. 
It  is  round.     The  seeds  are  brown  and  white. — Have  second- 


26 COMMON  SCHOOL  COURSE  OF  STUDY. 

grade  pupils  write  the  sentences  they  have  given  orally.  Firet- 
grade  pupils  could  draw  the  sunflowers  and  leaves  and  color 
with  crayon ;  also  cut  both  from  yellow  and  green  pai)er.  Sew- 
ing cards  may  be  pricked  with  the  outlines  of  the  flowers  and 
leaves.     Study  of  color. 

MODEL    LESSON — THE    SUNFLOWER. 

First  and  Second  Grades. 

Bring  the  whole  plant  into  the  school-room.  Talk  about 
the  uses  of  each  part,  naming  the  parts  where  children  are  not 
able  to  supply  names. 

Q.  Where  does  the  sunflower  grow? 

A.  The  sunflower  grows  by  the  roadside. 

The  teacher  may  write  on  board  the  answers  that  pupils  give, 
making  necessary  corrections.  Second-grade  pupils  may  then 
read  what  the  teacher  has  written. 

Q.  What  holds  the  plant  in  the  ground? 

A.  The  roots  hold  the  plant  in  the  ground. 

Q.  What  part  gathers  food  and  drink? 

A.  The  roots  gather  food  and  drink. 

Q.  Where  are  the  roots? 

A.  The  roots  are  in  the  ground. 

Q.  What  part  of  the  plant  holds  up  leaves  and  flowers? 

A.  The  stem  holds  up  the  leaves  and  flowei-s. 

Q.  What  color  are  the  stem  and  leaves? 

A.  The  stem  and  leaves  are  green. 

Q.  What  color  is  the  sunflower?    What  shape? 

A.  The  sunflower  is  round  and  yellow. 

Q.  What  color  are  the  seeds? 

A.  The  seeds  are  brown, 


SECOND  GRADE.  27 


The  second-grade  pupils,  after  reading  the  answers  they  have 
given,  may  copy  them  from  the  board. 

Firet-grade  pupils  draw  sunflower,  leaves,  and  seeds,  sepa- 
rately.    Color  with  crayon.     Cut  a  sunflower  from  paper. 

The  nasturtium  and  sweet  pea  may  be  studied  by  both  grades 
in  a  similar  manner. 

Picture  Study:  The  Pet  Bird— Von  Bremen.  (Perry,  No. 
792.) 

Stories  and  Poems:  Hiawatha's  Childhood.  Read  this  part 
of  the  poem  to  the  pupils,  and  by  questions  lead  them  to  make 
complete  statements. 

MODEL    LESSON — HIAWATHA. 

(First  and  Second  Grade — First  Month.) 
Read  the  story  of  Hiawatha's  childhood.  Explain  as  the 
poem  is  read:  Big-Sea  water  (lake),  cones,  wigwam,  fire,  lin- 
den, moss,  rushes,  reindeer,  sinews,  pnie  tree,  owlet,  fireflies, 
brakes,  rainbow,  flecks  and  shadows  on  the  moon.  Show  pic- 
tures to  assist  in  exi)lanation  of  the  foregoing.  Meaning  of 
^^stilled  liis  fretful  wail,"  ^^ulled  him  into  slumber,"  ^^Ewa- 
yea,"  '' lapping  of  the  water,"  ''flitting  through  the  dusk  of 
evening,"  ''rippling,"  "angry,"  "fade  and  perish,"  "hooting," 
"native." 

After  reading  the  poem  to  the  chiklrcn,  ask  questions  on  the 
poem  similar  to  the  following:  Who  was  Hiawatha?  Tell 
something  about  his  appearance.  In  what  kind  of  cradle  did  he 
swing?  With  what  was  it  lined?  Who  rocked  it?  What  do  we 
caU  an  Indian  baby?  W^hat  do  we  call  an  Indian  woman? 
Who  was  Nokomis?  What  did  she  do  for  Hiawatha?  What 
stories  dkl  she  tell  him?  What  did  he  see  as  he  lay  in  his 
ci-adle?    What  did  he  call  the  firefly?    Did  Hiawatha  eyer  get 


28 COMMON  SCHOOL  COURSE  OF  STUDY. 

frightened?  Was  he  afraid  of  the  dark?  What  did  Nokomis 
tell  him  to  make  him  go  to  sleep?  What  sound  (hd  the  owl 
make?  What  did  Nokomis  think  the  rainbow  was?  In  what 
kind  of  a  house  did  Hiawatha  and  Nokomis  live?  What  grew 
behind  it?  What  color  was  the  water  before  it?  What  kind 
of  trees  grew  near?    What  grew  upon  the  fir  trees? 

Answers  to  the  foregoing  should  be  orally  by  both  first-  and 
second-grade  pupils,  and  sentences  given  written  on  the  board 
for  second-grade  pupils  to  read  and  copy,  as  follows : 

Hiawatha  was  an  Indian  boy.  His  skin  was  red  and  his 
hair  black.  He  had  a  linden  cradle.  It  was  lined  with  moss. 
His  grandmother  rocked  it.  She  sings  songs  to  him  and  tells 
him  stories.  She  tells  him  about  the  moon  and  stars.  He  saw 
the  fireflies.  They  were  his  candles.  He  heard  the  owls  hoot, 
and  was  afraid.  Nokomis  thought  the  rainbow  was  made  of 
flowers.  Hiawatha  and  Nokomis  lived  in  a  wigwam.  The 
lake  was  before  it.     Cones  grow  on  the  trees. 

Have  pupils  of  the  first  grades  draw,  cut  and  paste  the  wig- 
wam, canoe,  cradle,  trees,  lake,  rainbow,  moon  and  stars,  firefly, 
owl,  bear,  bird.  Paint  with  water-colors  or  colored  pencils. 
Pupils  may  be  given  sticks  or  seeds  to  lay  the  outlines  of  the 
wigwam,  cradle,  pine  trees,  moon  and  stars.  On  sewing-cards 
prick  the  outline  of  the  bear,  birds,  wigwam,  owl,  rainbow, 
cradle,  canoe,  moon  and  stars.  Use  different  colors  in  sewing. 
h  Poems  for  study :  Wynken,  Blynken  and  Nod,  The  Rockaby 
I.ady — Eugene  Field.  September,  and  Leaves  at  Play.  Mem- 
orize the  first  stanza  of  ''September."  Read  to  pupils  the  story 
of  Clytie  for  oral  reproduction. 

Language:  Correct  use  of  has,  have ;  is,  are ;  each,  all. 

(See  Model  Lesson  for  study  of  ''September,"  third  grade, 
first  month.) 


SECOND  GRADE.  '  29 


Second  Month. — Observation:  Study  of  autumn  fruits— 
appleS;  grapes,  peach,  plum,  pear.  Form,  color,  size,  surface, 
pulp,  skin,  core  or  stone,  seeds,  or  kernel.  How  prepared  for 
use. 

Seeds:  Collect  different  varieties;  describe  and  tell  whether 
useful  as  food;  means  of  transportation;  how^ scattered ;  how 
protected. 

Disappearance  of  insects.  Migration  of  birds.  Falling  leaves. 
Change  in  atmosphere  and  in  length  of  days  and  nights. 

licad  pupils  to  give  sentences  which  reproduce  the  talks  on 
nature  work. 

First-grade  pupils  should  draw  and  color  fruits  and  leaves 
studied.  Paper-cutting  and  card-sewing  based  on  the  October 
nature  work  may  also  be  done  by  first-grade  pupils  as  busy- 
work  while  second-grade  pupils  prepare  written  reproductions. 

Picture  Study:  The  Sower  and  the  Seed.  Millet.  (Perry 
Pictures,  No.  310.  ) 

Poems  and  Stories:  Memorize  first  verse  of  October — H. 
H.  Jackson.  Study  poem ;  have  pupils  describe  the  scene  they 
think  the  poem  pictures.  Study  and  reproduce  orally  the 
poems  Apple-Seed  John  and  The  Tree.  Read  the  story  of  The 
Anxious  Leaf,  and  The  Sleeping  Apple.     Story  of  Columbus. 

Language  Proper:  Correct  use  of  is,  was :  there  is,  there  are ; 
eat,  ate,  eaten;   a,  an;   in,  into. 

Third  Month. — Observation:  Nuts  and  squirrels;  birds; 
preparations  for  winter;  animal  and  vegetable  foods,  with 
special  mention  of  corn,  pumpkins,  turnips,  squashes,  onions, 
and  potatoes.  Describe  each  orally.  First  grade  draw  objects 
studied. 

Study  of  Nuts:    Collect  different  kinds.     Name  each,   and 


30 COMMON  SCHOOL  COURSE  OF  STUDY. 

tell  where  it  grows.  Tell  about  covering  of  each — shape,  size, 
color,  surface.  Draw  picture  of  each.  Make  a  special  study 
of  the  hickory  nut. 

Squirrels:  Color,  covering:  food,  how  obtained;  feet,  claws, 
teeth ;  kinds  of  squirrels,  uses,  winter  home.  Develop  sentences 
such  as:  The  squirrel  eats  nuts.  He  lives  in  the  woods.  He 
has  strong  teeth.     Squirrels  have  fur  coats. 

Study  of  Birds:  Talk  about  winter  habits,  nests,  etc.  First 
grade  draw  picture  of  birds  and  birds'  nests. 

Picture  Study:    Piper  and  Nutcrackers — Landseer,  No.  903. 

Poems  and  Stories:  Hiawatha's  School.  November — Gary. 
Story  of  Pilgrims  and  Thanksgiving.  Memorize  ''The  Moun- 
tain and  the  Squirrel." 

Language  Proper:  Abbreviations;  names  of  the  days  of  the 
week ;  correct  use  of  teach,  taught ;  learn,  learned ;  child,  chil- 
dren;  woman,  women;   make,  made. 

Fourth  Month. — Observation:  Lights  of  the  world — sun, 
moon,  stars.  Snow,  ice,  snowflakes.  Evergreen  and  holly. 
Rabbits,  winter  birds,  sheep. 

Picture  Study:    The  Nativity— Hoffman.     (Perry,  No.  797.) 

Poems  and  Stories:  The  Sun's  Travel.  The  New  Moon. 
Twinkle,  Twinkle,  Little  Star.  Hang  Up  the  Baby's  Stock- 
ing. 

Language  Topics:  Abbreviations;  names  of  holidays  and 
months ;  exclamation-mark ;  correct  use  of  shine,  shone ;  give, 
gave;  hang,  hung;  freeze,  froze;  slide,  slid. 

Fifth  Month. — Observation:  The  body. 
Picture    Study:     Can't    You    Talk?— Holmes.     (Perry    Pic- 
tures, No.  1063.) 

Stories  and  Poems:    Life  in  hot  and  cold  countries  as  com- 


SECOND  GRADE.  31 


pared  with  our  own.  The  Child's  World,  The  Hayloft,  and 
The  Land  of  Story  Books — Stevenson.  One,  Two,  Three — 
H.  C.  Banner.     The  Lost  Doll— Kingsley. 

Language  Proper:  Correct  use  of  see,  saw;  to,  top;  here, 
there;  do,  does;  words  denoting  relation.  Use  of  capital  for 
names  of  Deity. 

Sixth  Month. — Observation:  Forms  of  water — rain,  vapor, 
clouds,  fog,  mist,  hail,  snow,  ice,  sleet,  steam. 

Picture  Study:  Pictures  of  Washington  and  Lincoln  and 
their  homes. 

Poems  and  Stories:  Stories  and  poems  of;  patriotism ;  stories 
relating  to  St.  Valentine's  Day.  Four  friends  of  the  children — 
Alice  Cary,  Phoebe  Cary,  Eugene  Field,  CeHa  Thaxter. 

Poem  Study:   Our  Homestead — Phoebe  Cary. 

Language  Proper:  Correct  use  of  write,  wrote,  written;  fall, 
falls,  fell,  fallen;  rise,  rises;  rose,  risen;  I've,  I  have;  I'm, 
I  am. 

Seventh  Month. — Observation:  Awakening  life.  Study  of 
buds  on  trees  and  shrubs;  plant  window  gardens,  and  write 
sentences  giving  reports  of  growth  of  plants.  Make  drawings 
of  plants  in  various  stages  of  growth.  Keep  bird  calendar 
showing  date  when  each  bird  was  first  seen  by  pupil.  Work  of 
the  wind.     Study  of  windmills. 

Picture  Study:  Spring — Corot.     (Perry,  No.  484.) 

Language  Proper:  Correct  use  of  burst;  sleep,  slept;  awake, 
awoke;  waken,  wakened;  swell,  swelled;  know,  knew;  this, 
that;   these,  those. 

Schools  having  an  eight-months  term  should  continue  plant 
observations. 


32 COMMON  SCHOOL  COURSE  OF  STUDY. 

Arithmetic — Second  Grade. 

The  number  work  for  this  year  is  based  on  Van  Amburgh's 
First  Days  in  Numbei*.  The  book  to  be  in  the  hands  of  the 
teacher  but  not  in  the  hands  of  the  pupils. 

Make  many  problems;  be  rapid  and  accurate.  Require  all 
board  and  seat  work  to  be  done  neatly.  Language  forms,  both 
oral  and  written,  should  be  used  to  state  the  relations  learned. 
Much  of  the  material  in  the  text  may  be  placed  on  the  board  and 
copied  for  seat  work.  While  this  may  assist  the  teacher 
in  solving  the  problem  of  ''busy- work,"  be  careful  that  too 
much  wTitten  work  is  not  given,  and  do  not  allow  the  copy- 
ing of  work  from  the  board  to  take  the  place  of  the  recita- 
tion. 

First  Month. — Review  all  of  the  first-grade  work,  and  in 
addition  take  pages  83  to  87  of  the  text,  which  is  review  also. 
Teach  Roman  numerals  to  XV. 

Second  Month. — Pages  87  to  95. 

Teach  the  combinations  of  11,  12,  and  13.  Teach  the  Roman- 
numerals  to  XX.  Drill^  in  writing  and  reading  of  numbers 
to  200. 

.Be  thorough.     Make  most  of  the  drill  oral.     Do  not  allow 
written  work  to  predominate. 

Third  Month. — Pages  95  to  105. 

Teach  the  combinations  of  14,  15,  and  16.  Teach  the  Roman 
numerals  to  XXX.  Teach  the  writing  and  reading  of  numbers 
to  500. 

Fourth  Month. — Pages  105  to  115. 

Teach  the  combinations  of  17,  18,  and  19.     Teach  the  Roman 


SECOND  GRADE.  33 


numerals  to  XL.    Teach  the  writing  and  reading  of  numbers 
to  700. 

Fifth  Month. — Pages  115  to  123. 

Teach  the  combinations  of  20.  Teach  the  Roman  numerals 
to  L.  Teach  the  writing  and  reading  of  numbers  to  1000.  Re- 
view all  the  combinations  taught  this  year.  This  review  drill 
may  be  largely  abstract. 

Sixth  Month.— Pages  123  to  136. 

Miscellaneous  work.     Be  thorough.     Supplement  freely. 

Seventh  Month. — Pages  136  to  145. 
Thoroughly  review  and  complete  the  text. 
Schools  having  an  eight-months  term,  review  from  pages  95 
to  123 ;  give  much  supplementary  work. 

Spelling — Second  Grade. 

Spell  w^ords  from  reading. 

Writing — Second  Grade. 

Continue  the  work  on  accurate  forms^  with  more  movement 
drills.  Pen  and  ink  may  be  introduced  the  last  of  this  year  with 
copy-book  No.  1. 

Use  only  good  pens  with  medium  point.  Watch  that  pen  is 
placed  on  paper  so  that  there  is  no  scratching.  Do  not  allow 
penholder  to  be  gripped  too  hard  by  fingers  or  too  much  pres- 
sure put  upon  paper  with  pen.  These  points  are  to  be  watched 
because  of  change  from  use  of  pencil  to  pen. 


34  COMMON  SCHOOL  .COURSE  OF  STUDY. 


THIRD  GRADE. 

TEXTH.^-Second  Reader,  Third  Reader,  Copy  Booh  No.   1. 

Reading. 

Purpose. — 

(a)  To  gather  tliou(2;lit. 
(h)  Expression. 
(c)  Word  study. 

The  work  of  the  third  grade  differs  from  tliat  of  the  first  and 
second.  The  child  entered  school  able  to  think  and  express 
thoughts  in  vocal  symbols. 

In  the  first  two  grades  he  is  trained  to  get  thought  from  the 
printed  symbols.  Beginning  with  the  third  grade  the  teacher's 
plan  of  work  should  enlarge  his  comprehension.  In  addition 
to  sight-knowing  his  own  vocabulary,  the  child  should  study 
many  unfamiliar  words,  more  complex  forms  of  sentences,  in- 
verted forms,  figures  oj  speech,  and  ipsthetic  conceptions.  Ask 
many  questions  to  test  the  undcM'standing. 

Require  pupils  to  give  substance  of  the  lesson  in  their  own 
language,  sometimes  orally,  sometimes  written.  Once  each 
week  let  pupils  write  short  stories  upon  familiar  subjects;  let 
these  be  read  before  the  class. 

Have  pupils  commit  poems  and  see  who  can  recite  them  best 
before  tlie  class. 

Pupils  in  this  grade*  should  be  taught  to  use  the  dictionary 
freely,  so  that  they  can  find  for  themselves  the  pronunciation 
of  words,  not  the  meaning.  Teach  pupils  to  derive  the  meaning 
of  a  word  from  the  way  it  is  used  in  the  sentence  at  hand. 

First  Month. — Second  Reader,  pages  93  to  135. 
Second  Month. — Pages  135  to  168. 


THIRD  GRADE.  35 


Third  Month. — Third  Reader,  pages  11  to  59. 
Fourth  Month. — Pages  59  to  98. 
Fifth  Month. — Pages  98  to  144. 
Sixth  Month. — Pages  144  to  190. 
Seventh  Month. — Pages  190  to  232. 

Language — Third  Grade. 

Alternate  with  Language  of  the  Fourth  Grade,  teaching 
fourth-grade  work  in  1907-08,  and  that  of  the  Third  Grade  in 
1908-09. 

At  least  three-fourths  of  the  language  and  composition  work 
in  the  third  and  fourth  grades  shoukl  be  oral.  It  is  therefore 
urged  that  oral  descriptions  and  reproductions  of  stories,  and 
memorizing  of  good  literature,  be  continued. 

Blackboard  work  under  the  teacher's  supervision  is  valuable 
as  a  class  exercise.  The  written  work  should  be  brief,  and  the 
mistakes  noted  and  corrected  by  pupils  in  class,  under  the 
teacher's  direction.  Pupils  should  be  encouraged  to  write  short 
letters  and  to  make  word-pictures  of  scenes  or  objects.  Correct 
indenting,  capitalization  and  punctuation  can  only  be  secured 
by  constant  watchfulness  on  the  part  of  the  teacher  and  pupil. 
Frequent  dictation  exercises  should  be  given  for  drill  in  the 
mechanics  of  composition. 

The  work  for  this  grade  is  based  on  the  Cooley  Manual,  Book 
2,  and  the  Intermediate  Plan  Book  (A.  Flanagan  &  Co.,  Chi- 
cago). The  following  books  will  be  found  helpful  to  teachers 
in  presenting  the  nature  work  and  literature  of  the  third  and 
fourth  grades:  Nature  Study  and  Related  Literature — Anna 
E.  McGovem,  and  The  Third  School  Grade — Henrietta  M. 
Lilley.  Both  published  by  A.  Flanagan  &  Co.,  Chicago.  As 
an  aid  in  the  treatment  of  reproduction  stories  and  fables, 


36 COMMON  SCHOOL  COURSE  OF  STUDY.         

DeGarmo's  T^anguage  Lessons  is  suggested.  Published  by  the 
American  Book  Co.  Bartlett's  First  Steps  in  Enghsh,  pub- 
lished by  Silver,  Burdett  &  Co.,  will  be  found  valuable  in  pre- 
senting the  work  under  ''Language  Proper." 

First  Month. — Observation:  Autumn  flowers,  with  a  special 
study  of  the  golden-rod,  sunflower,  and  aster.  Bring  plants  to 
school-room  and  make  a  study  of  the  root,  stem,  leaves,  and 
flowers;  time  of  blooming;  meaning  of  name;  locality  where 
found;  service  rendered  to  the  plant  by  the  bees  and  butter- 
flies ;  service  rendered  to  the  bees  and  butterflies  by  the  flowei^. 
After  completing  the  individual  study,,  compare  the  plants  as 
to  the  same  points. 

Picture  Study:  A  Fascinating  Tale — Ronner  (Perry  Pic- 
tures, No.  1099.) 

Poem  Study:  When  the  Woods  Turn  Brown — Lucy  Lar- 
com.  September — Helen  Hunt  Jackson  (from  her  ''Poems," 
copyrighted  by  Little,  Brown  &  Company,  and  reprinted  here 
by  their  permission).  Model  Lesson  on  study  of  poem,  Sep- 
tember. 

1. 

The  golden-rod  is  yellow, 

The  corn  is  turning  brown ; 
The  trees  in  apple  orchards 

With  fruit  are  bending  down. 

(1)  What  season  is  it?  Why?  (2)  What  color  would  the 
sky  be?  (3)  Would  there  be  clouds?  If  so,  what  color? 
(4)  What  flower  blooms?  (5)  What  color  is  it?  (6)  What 
do  you  suppose  the  farmer  is  doing?  Why?  (7)  How  do 
the  orchards  look?  (8)  Are  there  many  apples?  Why? 
(9)  What  color  do  you  think  the  apples  are?  (10)  What  is 
the  color  of  the  leaves  and  grass?  (Lead  pupils  to  see  that  the 
leaves  and  grass  have  not  yet  put  on  their  autumnal  colors.) 


THIRD  GRADE.  .   y  37 


First  and  second  grades  memorize  above  stanza. 

Second  grade  read  and  copy  the  following  sentences  which 
have  been  developed  from  the  questions  and  written  on  the 
board : 

It  is  September.  The  sky  is  blue  and  the  clouds  are  white. 
The  golden-rod  is  in  bloom.  It  is  a  yellow  flower.  The  grass 
and  leaves  are  green.  The  men'  will  cut  the  corn.  Apples  are 
ripe.     Many  red  apples  are  on  the  trees.     We  will  pick  them. 

First  Month. — Memorize  entire  poem.  See  questions  for 
first  and  second  grade  on  first  stanza. 


Are  curling  in  the  sun; 

In  dusty  pods,  the  milkweed 

Its  hidden  silk  has  spun. 

'•  Describe  the  gentian.  Where  does  it  grow?  When  does  it 
bloom?  Describe  a  milkweed  pod.  Why  are  they  called  dusty? 
What  color  are  the  seeds?  How  are  they  scattered?  Find  the 
silky  wings.     Draw  the  picture  of  a  milkweed  pod. 

3. 
The  sedges  flaunt  their  harvest 

In  every  meadow  nook, 
And  asters  by  the  brooksidc 

Make  asters  in  the  brook. 

What  are  sedges?  (Plants  growing  in  moist  ground.)  Mean- 
ing of  ^^flaunt''?  What  is  their  '^harvest"?  What  is  a  ^'mea- 
dow nook"?     Meaning  pf  lines  three  and  four? 

4. 
From  dewy  lanes  at  morning 

The  grapes'  sweet  odors  rise; 
At  noon,  the  roads  all  flutter 

With  yellow  butterflies. 


38 COMMON  SCHOOL  COURSE  OF  STUDY. 

Meaning  of  ''dewy  lanes"?  Do  you  suppose  these  were  wild 
or  cultivated  grapes?  Why?  Meaning  of  ''odors"?  Mean- 
ing of  lines  three  and  four? 

5. 
By  all  these  lovely  tokens 

September  days  are  here, 
With  summer's  best  of  weather 
And  autumn's  best  of  cheer. 

Meaning  of  "tokens"?  Name  all  the  tokens  of  September. 
8how  that  September  has  both  summer  and  autumn.  Meaning 
of  "cheer"? 

Written  Work. 

Written  Work. — Have  pupils  give  sentences  about  the  golden- 
rod,  corn,  apple  tree,  milkweed,  asters,  grapes,  butterflies.  Copy 
the  sentences  on  the  board  in  paragraphs  (one  short  paragraph 
on  each  topic).  Have  pupils  read  from  the  board  and  then  copy 
on  paper,  making  drawings  of  the  things  they  write  about.  Ex- 
amples: Butterflies  have  yellow  wings.  The  butterfly  likes 
flowers.     It  flies  like  a  bird. 

The  golden-rod  is  a  tall  flower.  It  has  a  long  stem.  The 
flowers  are  yellow.  Each  little  flower  looks  like  a  star.  The 
stem  is  round  and  hard. 

Grapes  grow  on  vines.  Grapes  are  round.  Wild  grapes 
are  purple  when  ripe.    They  grow  in  bunches. 

Have  pupils  give  oral  description  of  the  scene  pictured  in 
the  poem.  Write  the  best  one  on  the  board,  and  caU  it  "A  Sep- 
tember Scene." 

Language  Prosper:  Correct  use  of  do,  did,  done;  eat,  ate, 
eaten;   swim,  swam,  swum;   words  of  opposite  meaning. 

Dictate  sentences,  omitting  the  word  in  the  above  list  that 
pupils  are  to  supply.    Have  pupils  write  sentences,  using  the 


THIRD  GRADE.  39 


words  correctly;    also  write  sentences  on  the  board,  leaving 
blanks  to  fill. 

Second  Month. — Observation:  Study  of  autumn  flowers 
continued,  giving  special  attention  to  the  milkweed  and  thistle. 
Note  the  fact  that  the  thistle  is  not  a  native  plant,  but  was 
introduced  from  Euroj)e;  is  of  use  only  to  birds;  means  farm- 
ers take  to  kill  it ;  grows  hi  almost  any  khid  of  soil..  Draw  the 
leaf,  flower  and  whole  plant  of  the  thistle. 

Find  reason  for  the  name  of  the  milkweed.  What  kind  of 
soil  does  it  like?  Call  attention  to  the  shape,  number  and 
ari-angement  of  leaves  on  the  stem.  Lead  pupils  to  compare 
the  milkweed  and  thistle.  Home;  characteristics;  work  of 
root,  stem,  leaves,  and  flowers;  structure;  how  seeds  are  pro- 
tected; number  of  seeds;  how  scattered;  uses.  Draw  plants. 
Written  work  should  consist  of  the  reports  of  observations  and 
comparisons. 

How  seeds  arc  scattered — wind,  water,  and  animals;  man 
scatters  more  seed  than  all  other  agencies  combined,  as  he  is 
constantly  buying  and  selhiig  plants  and  seeds.  Discover  by 
actual  observation  the  various  coverings  of  seeds — chaft',  husk, 
pod,  shell,  flesh,  and  rind.  Find  seeds  that  fly,  as  maple  and 
dock;  seeds  that  sail,  as  thistle,  milkweed,  and  dandelion; 
^eeds  with  hooks,  as  burdock  and  cockle-bur. 

Birds:  Show  picture  and  read  description  of  the  following: 
woodpecker,  meadow  lark,  dove,  and  blue -jay.  If  no  chart 
showing  the  birds  named  is  at  hand,  secure  colored  plates  for 
each.     (Prang  Publishing  Co.,  Chicago.) 

Picture  Study:  Feeding  Her  Birds— Millet.  (Perry  Pic- 
tures, No.  521.) 

Poems  and  Stories:  Little  Dandelion;    Little  Gustava;    Seed- 


40 COMMON  SCHOOL  COURSE  OF  STUDY. 

lings  on  the  Wing;  Coming  and  Going.  Memorize  the  poem, 
October — H.  H.  Jackson.  Compare  with  the  poem,  Septem- 
ber. 

Language  Proper:  Choice  of  descriptive  adjectives;  correct 
use  of  has  been,  have  been;  has  had,  have  had. 

Third  Month.  —  Observation:  Preparation  for  winter :  Na- 
ture's preparation — Leaves  are  dropped,  buds  are  coated, 
wood  hardens,  sap  goes  to  roots.  Insects'  preparation — Spin 
cocoons;  bury  themselves;  store  food  underground.  Animals' 
preparation — Shed  coats  and  get  warmer  coverings;  store 
away  food  for  winter;  sleep  during  the  winter.  Man's  prep- 
aration— Storing  away  of  food,  fuel,  coal  and  wood;  warmer 
clothing.  Bu'ds'  preparation  (migration) — Cause  of  migra- 
tion, climate  and  food  supply.  Prepare  to  go  in  flocks,  pairs, 
and  singly.  Routes  of  migration — by  sea,  mountain,  valley, 
or  river.     Change  in  appearance. 

Continue  study  of  birds  begun  in  second  month.  Make  a 
special  study  of  the  hen,  pigeon,  or  turkey. 

Beavers — Covering,  characteristics,  head,  eyes,  teeth,  tail, 
feet,  home,  dams,  food,  uses. 

Covering  of  animals — Wool,  fur,  hair,  scales,  feathers,  skin, 
shell. 

Picture  Study:  Pilgrims  Going  to  Church — Boughton.  (Perry, 
No.  1339.) 

Poems  and  Stories:  November — Alice  Cary.  Stories  and 
poems  relating  to  the  first  Thanksgiving.  Coming  and  Go- 
ing— Henry  Ward  Beecher.  Read  short  selections  from  works 
of  Louisa  M.  Alcott,  whose  birthday  occurs  November  29,  and 
William  Cullen  Bryant,  whose  birthday  occurs  November  3. 

Language  Proper:  Correct  use  of  it,  its ;  fly,  flew,  flown ;  go, 
went,  gone;   come,  came,  come;  sing,  sang,  sung. 


THIRD  GRADE.  41 


Fourth  Month. — Observation:  Lessons  on  tea,  coffee,  and 
wool.  Tea — Show  pictures  of  the  plant,  samples  of  dried  tea 
leaves,  and  maps  and  pictures  of  countries  where  tea  is  grovm. 
Describe  the  plant;  how  cultivated;  preparation  for  market; 
varieties;  where  gro^vn.  Coffee — Material:  pictures  of  the 
tree,  coffee  berry  and  beans;  ground  and  unground,  roasted 
and  unroasted  coffee.  Describe  the  tree  and  berry;  prepara- 
tion for  use;   cultivation;   where  it  grows;   uses  of  coffee. 

Study  of  cows  and  sheep.  Cow — food  and  eating;  structure 
of  feet  and  legs;  horns;  the  cow's  usefulness.  The  sheep, 
leading  to  a  study  of  wool.  Materials :  Pictures  of  sheep,  wool 
products,  and  sheep  leather  or  chamois  skin.  Description  of 
the  sheep — covering,  color,  characteristics,  teeth,  nose,  horn, 
limbs,  toes,  food,  care,  use.  Wool — Materials:  pieces  of  dif- 
ferent kinds  of  woolen  cloth.  Process  of  cloth-making — Wash- 
ing, shearing,  sorting,  combing;  the  factory;  articles  manufac- 
tured. 

Picture  Study:  Sistine  Madonna — Raphael.  (Perry  Pic- 
tures, No.  322.) 

Poems  and  Stories:  Christmas  stories.  The  Boy  and  the 
Sheep.     The  Blind  Weaver.     Little  Brown  Hands. 

Language  Proper:  Choice  of  adjectives.  Correct  use  of 
give,  gave;  take,  took,  taken;  weave,  wove,  woven;  sheep, 
sheep;  cow,  cows;  ox,  oxen;  flock,  herd;  I  have,  he  has;  lam, 
he  is,  we  have;  see,  saw,  seen ;  two,  to;  our,  hour;  there,  their. 

Fifth  Month. — Observation:  Lights  of  the  world — Sun, 
moon,  and  stars.  Stars  or  constellations  most  easily  found — 
Evening  Star,  Great  Bear,  or  Dipper,  North  Star.  Evergreens 
— Shape,  height,  trunk,  branches,  buds,  leaves — shape,  thick- 
ness, number;  cones,  bark,  juice,  wood..  Varieties;  where 
found. 


42  COMMON  SCHOOL  COURSE  OF  STUDY. 

Animal  life — Cat,  bear,  rabbit,  seal,  reindeer.  The  Bc^ar — 
Material:  Pictures  of  bears,  and  if  possible,  bearskin.  Where 
found;  varieties;  description;  food;  habits;  use  toman. 
Seal — Materials:  Pictures  of  seals  and  some  article  made  of 
seal.  Where  found;  appearance;  food;  habits  and  use.  Rab- 
bits— Gather  information  from  pupils  as  nmch  as  possible. 
Call  for  descriptions  without  aid  of  pictures,  and  then  compare 
descriptions  with  the  pictures.  Discuss  habits  and  character- 
istics. The  reindeer — Description,  color,  food,  uses  to  men. 
House-cat — Descriptions  from  actual  observation.  For  treat- 
ment of  the  subject,  see  Book  I,  Cooley  Series.  Winter  Birds- 
Snowbirds  and  sparrows. 

Picture  Study:    Puss  in  Boots.     (Perry  Pictures,  No.  2022.) 

Poems  and  Stories:  The  Sun's  Travels.  The  Shadows — R. 
L.  Stevenson.  The  New  Moon— Mrs.  Pollen.  Kitten  and 
the  Falling  Leaves — Wordsworth.  Fables  and  stories  con- 
nected with  the  topics,  Lights  of  the  World,  and  the  Cat,  Cooley 
Book  I,  Stories  of  hunting  and  hunters. 

Language  Proper:  Use  of  exclamation-mark.  Correct  use 
of  shine,  shines,  shone;  mouse,  mice;  tooth,  teeth;  foot,  feet; 
toe,  toes. 

Sixth  MoisiTH.—Ohservatioii:  Condensation  and  evapora- 
tion. Clouds.  Perform  simi)le  (experiments  to  ilkistrate  evap- 
oration. Dogs — Materials  for  study:  Pictures  of  dogs,  and 
actual  observation.  Description  and  comparison;  food  and 
teeth;  manner  of  drinking;  covering;  characteristics;  expres- 
sion of  feeling;  services  they  render  us.  Varieties — St.  Ber- 
nard, Newfoundland,  Shepherd,  Eskimo. 

The  horse — Description  from  actual  observation;  covering; 
movements ;  food ;  characteristics ;  uses  to  man ;  kind  of 
horses. 


THIRD  GRADI'.  43 


Picture  Study:  Shoeing  tlie  Horse — Laiulseer.  (Perry  Pic- 
tures, No.  908.) 

Poems  arid  Stories:  Story  of  Valentine's  Day.  Discuss  Kan- 
sas Day.  Nahum  Prince — Edward  Everett  Hale.  The  Vil- 
lage Blacksmith.  The  Arab  to  His  Favorite  Steed.  Ranger. 
Memorize  ''The  Endless  Story."  Study  ''Little  White  Lily" 
and  "Water- Bloom."  Stories  for  reproduction  —  Rainbow 
Queen,  Iris  and  Buttercups  from  the  Pot  of  Gold. 

Language  Proper:  Capitals  at  the  beginning  of  lines  of  poetry. 
Correct  use  of  fall,  falls,  fell,  fallen;  rise,  rises;  rose,  risen; 
I've,  I  have;  I'm,  I  am;  run,  ran,  run;  lies,  has  lain:  speak, 
spoke;  there,  tlieii-;   no,  not,  none;   lie,  lay;   lies,  lying. 

Sevf.nth  Month. — Observation:  Awakening  life.  Plant  win- 
dow gardens.  Make  observations  on  the  ])ean,  pea,  corn ;  write 
and  draw,  after  examining  seed  in  different  stages  of  growth. 
Study  bulbs,  roots  and  buds.  Classify  and  make  as  large  col- 
lection as  possible. 

Picture  Study:    Anxiety — Olivie.     (Perry  Pictures,   1115.) 

Poems  and  Stories:  The  Daffodil — AVords worth.  The  Popjoy 
Seed.  Memorize  "Shower  and  Flower."  Read  for  repro- 
duction. All  the  Year  Round  Story. 

Language  Proper:  Choice  of  descriptive '  adjectives.  Ad- 
jectives.    Comparatives.     Homonyms.     Verb  form. 

Arithmetic — Third  Grade. 

The  work  for  this  year  is  based  on  the  Woostcr  Arithmetic, 
Grade  II.  The  book  may  be  in  the  hands  of  the  pupils,  as  the 
judgment  of  teacher  or  superintendent  may  dictate.  The  work 
for  the  year  as  outlined  includes  the  mastery  of  addition  and 
subtraction  and  the  multiplication  tables  up  to  and  including 
the  5's.    See  that  the  signs  of  multiplication  and  division  are 


44  COMMON  SCHOOL  COURSE  OF  STUDY. 

clearly  understood.  Be  careful  about  all  work  in  analysis. 
Use  correct  statements.  See  that  all  written  work  is  neatly  and 
properly  done. 

First  Month. — Pages  5  to  40. 

This  is  largely  a  review  of  the  second-j^ear  work.     Be  thorough. 

Second  Month. — Pages  40  to  57. 

Write  and  read  numbers  to  5000.  Teach  the  Roman  Nota- 
tion to  LX.  Give  example  problems  in  addition  and  subtrac- 
tion. Teach  pupils  to  count  by  2's  and  3's.  Teach  the  2's  and 
3's  of  the  multiplication  tables. 

Suggestion:  Never  allow  children  to  count  on  their  fingers, 
or  by  making  marks  or  tapping. 

Third  Month. — Pages  57  to  75. 

Continue  drill  in  writing  and  reading  of  numbers;  in  addi- 
tion and  subtraction.  Teach  division  by  2  and  3.  Give  simple 
problems  for  analysis  and  require  analysis  to  be  given  in  full. 

Fourth  Month. — Pages  75  to  90. 

Teach  the  4's  of  the  multiplication  tables.  Teach  to  count 
by  4.  Teach  to  multiply  by  2;  by  3.  Continue  drill  in  addi- 
tion and  subtraction.  Give  thorough  drill  in  the  use  of  all  frac- 
tions given  in  the  text. 

Fifth  Month. — Pages  90  to  125. 

Teach  the  table  of  5's.  Review  all  others  taught.  Continue 
drill  with  fractions  and  in  addition  and  subtraction.  Teach  the 
Roman  notation  to  C.  Emphasize  analysis,  both  oral  and  writ- 
ten. 

Sixth  Month.— Pages  31,  39,  45,  49,  53,  57,  78,  81,  and  89. 

Teach  tables  of  Time  Measure;    Dry  Measure;   Avoirdupois 

Weight ;  Liquid  Measure ;  Long  Measure ;  LTnited  States  Money. 


FOURTH  GRADE.  45 


Give  simple  problems  in  reduction.  Pages  of  the  text  are  given 
where  this  work  may  be  found.  Much  supplementary  work 
may  be  given. 

Seventh  Month.— Pages  117  to  129.      " 

Drill  during  the  whole  month  for  speed  and  accuracy  in  addi- 
tion and  subtraction.  Thoroughly  review  the  tables  of  the  2's, 
3's,  4's,  and  5's. 

The  work  of  the  .year  should  be  characterized  for  accuracy 
and  speed. 

Schools  having  an  eight-months  term,  review  from  page  57 
to  125.     Give  much  supplemental  work. 

Spelling — Third  Grade. 
Spell  from  Readers. 

Writing— Third  Grade. 

Copy  Book  No.  1  and  Outline  Practice  Book  '^A." 
Continue  drill  movement  on  oval  forms. 


FOURTH  GRADE. 

Texts. — Fourth  Reader,  Elementary  Arithmetic,  Primary  Phys- 
iology,   Primary   Geography,    Copy   Book   No.    2. 
Reading. 

The  work  of  this  grade  should  be  more  comprehensive  than 
that  of  previous  ones.  The  thought  and  sentence  structure  be- 
come more  complex. 

The  important  phase  of  the  first  three  grades  as  distinguished 
from  succeeding  grades  is,  that  the  pupils  have  been  acquiring 
a  printed  vocabulary.     Particular  attention  has  been  given  to 


46  COMMON  SCHOOL  COURSE  OF  STUDY. 


sigl it- words,  phonics,  and  mechanical  skill.  In  the  fourth  and 
succeeding  grades  the  literary  element  is  given  more  prominence, 
and  emphasis  should  be  given  to  the  choice  selections, — those  of 
literary  power.  These  should  be  chosen  for  recitation  purposes. 
It  is  not  necessary  that  all  the  selections  of  a  reader  be  studied 
and  recited. 

Other  readers  of  the  same  grade,  and  other  books  together  with 
the  minor  selections  of  the  adopted  text,  should  constitute  a 
fund  from  which  the  teacher  may  choose  material  to  enlarge  the 
range  of  the  reading  lesson  in  hand,  to  amplify  and  explain  it. 
Better  results  are  obtained  by  giving  several  days,  if  necessary, 
to  a  lesson  than  one  recitation  each,  to  several  lessons.  In  the 
outline  certain  selections  are  required  for  special  study.  The 
teacher  is  free  to  choose  such  others  as  conditions  justify.  Ref- 
erences are  to  pages  on  which  the  lessons  begin. 

The  assignment  of  work  should  be  definite,  requiring  certain 
things  to  be  accomplished :  (a)  words  to  be  looked  up  as  to  pro- 
nunciation and  meaning;  (b)  allusions  to  be  explained;  (c) 
facts  to  be  verified,  by  observation,  inquiry,  reading  or  reasoning; 
(d)  questions  to  be  thought  of  and  answered,  bearing  on  either 
the  meaning  of  more  difficult  passages  or  on  the  motives  of  char- 
acters ;  (e)  maps,  diagrams  or  drawings  to  be  made  or  examined; 
(/)  outside  readings  needed  to  amplify  or  explain. 

The  recitation  should  test  the  pupil's  preparation  in  all  these 
matters,  and  the  oral  reading  should  not  proceed  until  such  prep- 
paration  is  satisfactory. 

Alternate  fourth-  and  fifth-grade  work.  All  pupils  reading  in 
fourth  reader  take  fourth  grade  in  1907-08,  and  fifth  grade  in 
1908-09. 

FmsT  Month.— Required,  11,  24,  33.    Suggested,  45,  52,  39. 


FOURTH  GRADE.  47 


Second  Month.— Required,  61 ,  87,  90.     Suggested,  75,  84,  89. 

Third  Month.— Required,  107,  119,  148.  Suggested,  27, 
100,  88. 

Fourth  Month.— Required,  56,  139,  160.  Suggested,  152, 
190,  264. 

Fifth  Month.— Required,  165;  183,  103.  Suggested,  168, 
272. 

Sixth  Month.— Required,  209, 228, 277.     Suggested,  214,  211. 

Seventh  Month.— Required,  234,  253,  181.     Suggested,  229, 

241,  258. 

Language — Fourth  Grade. 

Course  is  based  on  the  Cooley  Language  Series,  Manual  2,  and 
the  Intermediate  Plan  Book  (A.  Flanagan  &  Co.,  Chicago).  To 
reduce  the  number  of  classes,  alternation  with  Third  Grade  is 
advised.  Teach  Third-Grade  Language  ni  1907-08  and  Fourth- 
Grade  in  1908-09,  and  so  continue  to  alternate.  See  suggestions 
for  Third  Grade. 

First  Month. — Ohservation:  Fruits;  Peach,  plum,  tomato, 
grape,  apple.  Peach  and  plum — Form,  color,  size,  shape,  pulp, 
stone,  kernel,  covering,  appearance  of  trees  and  blossoms,  time 
of  ripening,  how  seeds  are  scattered.  Compare  the  two  fruits 
as  to  likeness  and  difference  in  points  mentioned  above.  The 
grape— shape,  skin,  pulp,  color  when  ripe,  how  arranged  on 
stems.,  number  in  bunch,  appearance  of  vines,  leaves,  and  blos- 
soms. Compare  tomato  with  other  fruits  studied.  Appearance 
of  fruit— ^size,  color  of  skin,  pulp,  seeds,  how  prepared  for  use, 
when  it  ripens.  The  apple  tree — size,  covering,  leaves,  blos- 
soms. Fruit — form,  color,  size,  surface,  skin,  pulp,  core,  seeds. 
States  that  produce  apples  abundantl}^     Write  descriptions  of 


48 COMMON  SCHOOL  COURSE  OF  STUDY. 

each  fruit.  Draw  whole  fruit,  crosswise  and  lengthwise  sections. 
Draw  leaves.  Tell  how  the  different  fruits  are  used  and  prepared 
for  use. 

Insect  Life:  Bees,  butterflies,  caterpillars,  houseflies.  Place 
questions  or  outline  on  the  board,  to  guide  observations.  First 
find  out  all  pupils  know  about  the  different  insects,  and  have 
them  tell  orally  but  not  write.  The  bee — parts  of  body,  color, 
markings;  number  of  legs  and  wings;  location  of  the  sting; 
enemies  of  the  bee;  its  home;  shape  of  the  cells;  use  of  wax 
and  honey;  where  bees  get  honey;  how  they  carry  it;  what 
flowers  best  liked;  the  bee  family;  why  bees  swarm;  write 
description  of  bees ;  write  answers  to  questions  about  their  work 
and  their  home;  draw  hives,  cells,  and  the  insect  itself.  The 
butterfly — body,  parts,  covering,  color,  head,  antennae,  tube, 
eyes,  movements,  tongue,  wings.  Food  and  habits.  Use  of 
butterflies  to  flowers.  Caterpillars — Collect  in  box  of  earth, 
with  sides  and  top  of  wire  netting.  Watch  developments. 
Have  children  keep  record  of  change  that  takes  place. 

Picture  Study:  Pharaoh's  Horses — Herring.  (Perry  Pictures, 
No.  886.) 

Poems  and  Stories:  Cinderella,  Apple-Seed  John.  Apple  Blos- 
som. Coloring  of  the  Grapes.  Memorize  ''Apple  Blossoms." 
(Cooley,  Book  1.) 

Language  Proper:  Capitals  in  titles.  Correct  use  of  do,  did, 
done;  fairy,  fairies;  mouse,  mice;  think,  thought.  Dictate 
sentences  about  the  fruits  and  insects,  for  drill  in  spelling,  cap- 
italization, and  punctuation.  Dictate  sentences  from  the  story 
of  Cinderella,  for  drill  in  quotations. 

Second  Month. — Observatio7i:  The  corn  and  -  pumpkin. 
Corn — Place  outline  on  board  to  guide  pupils  in  describing  from 


FOURTH  GRADE.  49 


specimen  brought  into  the  school-room.     1.  Fruit — ^Ear,  shape, 
covering,  silk,  use  of  husks  and  cobs;   kernels — color. 

MODEL  LESSON. 

What  objects  do  you  see  in  the  picture?  What  time  of  year 
is  it?  What  time  of  day?  What  country?  (France.)  What 
kind  of  grain  is  being  gathered?  (Wheat.)  What  is  a  gleaner? 
What  will  these  people  do  with  the  grain?  What  must  be  done 
with  it  before  it  can  be  made  into  flour?  What  machines  are 
used?  Where  is  it  made  into  flour?  How?  Compare  the 
old-time  way  of  making  flour  with  the  present  way. 

This  harvest  scene  is  taken  from  where?  (France.)  What 
reason  for  this  answer?  (Peasant  costumes.)  Read  or  tell 
pupils  of  manners,  customs,  etc.,  of  France.  Tell  something 
of  their  homes.  Compare  home  life  of  France  and  America. 
Would  we  be  apt  to  see  such  a  picture  as  this  in  a  harvest-field 
in  America?  Why  not?  Would  you  see  the  same  kind  of 
hay-rack  (frame)  or  wagon?  Would  one  see  gleaners  here 
after  men  have  left  the  field?  Why  not?  (Improved  ma- 
chinery.) Do  you  suppose  these  women  were  rich  or  poor? 
Why?  Do  you  think  they  are  tired?  What  characteristic  of 
French  peasants  is  here  shown?     (Frugality.) 

Tell  or  read  the  Bible  story  of  Ruth  among  the  gleaners. 

Tell  the  story  of  Millet's  life.  Show  some  of  his  other  pic- 
tures— ^Angelus,  Feeding  Her  Birds,  The  Shepherdess.  For 
story  of  Millet's  life,  see  Perry  Magazines,  Stories  of  Great 
Artists  (American  Book  Co.),  Intermediate  Plan  Book  (A. 
Flanagan  &  Co.). 

Poems  and  Stories:  Song  of  the  Sower — Bryant.  Story  of 
Ceres.  Farmer  John — Trowbridge.  The  Huskers — Whittier. 
Obed's  Pumpkins.  Dance  of  the  Months.  The  Anxious  Leaf. 
How  the  Leaves  Came  Down.    Memorize  poem,  The  Seasons. 


50 COMMON  SCHOOL  COURSE  OF  STUDY, 

Language  Proper:  Singular  possessives.  Correct  use  of  a, 
an;-  this,  that;  those,  these;  those,  them.  Quotations.  Cor- 
rect use  of  leaf,  leaves;  sheaf,  sheaves;   knife,  knives. 

Third  Month. — Observation:  Special  study  of  fruits.  Make 
collections,  and  group  into  fleshy  and  dry.  Make  a  study  of 
nuts :  Where  found ;  how  secured ;  appearance  of  trees ;  change 
of  color  in  nuts;  shapes;  color,  shell;  husk;  kernel.  How 
nuts  are  distributed — wind,  water,  sticking  to  animals.  Vari- 
eties, with  special  attention  to  walnut  and  hickory. 

Squirrels:  Description — Head,  body,  legs,  toes,  teeth,  food, 
home,  habits,  kinds  and  use. 

Kinds  of  food:  Animal  and  vegetable.  Find  as  many  of 
each  kind  as  possible. 

Coal — Materials  necessary  for  lessons:  Different  kinds  of 
coal  and  pictures  of  mines  and  miners.  How  coal  is  made ;  where 
found.  Read  article  to  pupils  describing  formation  of  coal. 
How  coal  is  secured.  How  mines  are  lighted.  Uses  of  coal. 
Principal  coal  regions.  What  was  used  before  coal  was  dis- 
covered? 

Picture  Study:  Return  of  the  Mayflower — Boughton.  (Perry 
Pictures,  No.  1336.) 

Poems  and  Stories:  Landing  of  the  Pilgrims — Hemans.  The 
Mountain  and  the  Squirrel.    The  Thrifty  Squirrel. 

Language  Proper:  Use  of  comma.  Words  in  series.  Cor- 
rect use  of  become,  became,  have  become;  grow,  grew,  have 
grown;   scatter,  scattered,  have  scattered. 

Fourth  Month. — Observation:  Cotton — Pictures  of  plants 
or  specimens  and  cotton  cloth  should  be  used.  If  possible, 
some  of  the  oil  and  seed  should  be  secured.  Read  description  of 
manner  of  raising  cotton  from  a  geographical  reader  or  other 
source.  Read  story  of  Eli  Whitney  and  the  Cotton  Gin  from 
the  Primary  History.  Have  pupils  give  oral  and  written  repro- 
ductions; also,  dictate  lessons. 


FOURTH  GRADE.  51 


Picture  Study:  Arrival  of  the  Shepherds— Le  Rolle.  (Perry 
Pictures,  No.  620.) 

Poems  and  Stories:  Christmas  in7other  lands.  Poems  for 
study — The  Sparrows  and  Piccola,  by  Ceha  Thaxter.  Snow- 
Bound  (selections),  In  School- Days,  and  Barefoot  Boy,  by 
Wliittier.  Memorize  ten  lines  from  Snow-Bound .  Describe 
Whittier  and  his  home.     (Perry  Pictures,  Nos.  25,  27,  28.) 

Language  Proper:  Letter-writing.  Titles.  Contractions. 
Exclamations.  Plural  endings  oes  and  os.  Correct  use  of  in, 
into;  on,  upon;  to,  from;  to,  at. 

Fifth  Month. — Observation:  Snow,  ice,  and  frost,  and  their 
uses  and  effects  and  cause.  Minerals — Marble,  limestone,  salt, 
etc.  Marble — Show  articles  of  marble,  playing-marbles,  etc. 
Different  colors  of  marble.  How  it  is  secured  (read  or  tell  of 
the  quarries).  Where  found.  Limestone — a  rough,  coarse 
rock  used  as  building-stone,  found  in  nearly  all  localities. 

Picture  Study:  Sir  Galahad — Watts.  (Perry  Pictures,  No. 
940.) 

Poems  and  Stories:  Story  of  Sir  Galahad.  Selections  from 
Idylls  of  the  King.     History  of  Robinson  Crusoe. 

Language  Proper:  Descriptive  adjectives.  Statements,  ques- 
tions, and  exclamations.  Correct  use  of  may,  can;  might, 
could;  between,  among;  each  other,  one  another. 

Sixth  Month. — Observation:  The  weather  and  temperature. 
Ways  of  lighting  and  heating  buildings.  Distinguish  between 
natural  and  artificial  light.  Kinds  of  artificial  light — gas, 
electric,  fire,  candle,  lamp.  Heat — fireplaces,  stoves,  furnaces, 
steam,  hot  water. 

Picture  Study:  Pictures  of  Washington,  Lincoln,  and  Long- 
fellow, and  their  homes. 


52 COMMON  SCHOOL  COURSE  OF  STUDY. 

Poems  and  Stories:  Stories  from  the  lives  of  Washington, 
Lincohi,  and  Longfellow.  Poem  study — From  My  Arm-chair. 
Memorize  ''The  Children's  Horn*." 

Language  Proper:  Quotations,  possessives,  and  capitals.  Ab- 
breviations.    Synonyms  and  homonyms. 

Choice  of  words  used  to  describe  persons.  Correct  use  of 
learn,  learned;  teach,  taught;  few,  many;  little,  much. 

Seventh  Month. — Observation:  Window  gardens.  Growth 
of  the  following  seeds :  Morning  glory,  pumpkin,  acorn.  Keep 
bird  and  flower  calendar.  Study  the  winds.  Keep  weather 
calendar. 

Picture  Study:  Close  of  Day^ — Adan.  (Perry  Pictures,  No. 
586.) 

Poems  and  Stories:  How  the  Wind  Blows;  The  Four  Winds. 
Points  of  Compass;  Daybreak.  Memorize,  0  Wind  a-Blowing 
all  Day  Long. 

Language  Proper:    Choice  of  adjectives;  review. 
Arithmetic — Fourth  Grade. 

Text. — Myers  &  Brooks  Elementary. 

First  Month. — Pages  1  to  13. 

This  work  has  been  done  by  pupils  in  former  grades  and  should 
be  used  as  review.  For  additional  work,  have  the  pupil  mem- 
orize the  forty-five  combinations.  Drill  upon  them  until  the 
pupil  recognizes  them  instantly. 

•1         2         2,3  3,4        3,4,5         4,5,6         4,5,6,7 

1,2;    1,3;    2,1,4;     2,1,5;    3,2,1,6;    3,2,1,7;    4,3,2,1,8; 
5,6,7,8  5,6,7,8,9  6,7,8,9  6,7,8,9 

4,3,2,1,9;    5,4,3,2,1,10;        5,4,3,2,11;        6,5,4,3,12; 
7,8,9  7,8,9  8,9  8,9  9  9 

6,5,4,13;     7,6,5,14;      7,6,15;      8,7,16;      8,17;       9,18. 

For  suggestions,  see  third  grade,  second  month. 


FOURTH  GRADE.  53 


Second  Month. — Pages  13  to  27. 

Have  pupils  answer  measuring  problems;  first  by  estimating 
distance  or  quantities,  then  measure  and  compare  measures  with 
estimates. 

Third  Month. — Pages  28  to  40. 

Fourth  Month. — Pages  41  to  56. 

Pupils  should  make  and  solve  many  problems  under  each  topic, 
and  they  should  be  children's  problems. 

Fifth  Month. — Pages  57  to  73. 

Simple  development  of  division,  with  use  of  terms. 

Sixth  Month. — Pages  74  to  88. 

Have  pupils  answer  problems  in  text-book,  first  by  estimate, 
then  by  measure. 

Seventh  Month. — Pages  89  to  108. 

Drill  during  the  year  for  accuracy  and  speed.  Teach  good 
forms  of  analysis,  both  in  oral  and  written  solutions.  Require 
pupil  to  stand  while  giving  oral  solution.  Do  not  be  satisfied 
with  incomplete  and  poorly  worded  analysis.  Let  these  solu- 
tions, both  oral  and  written,  be  language  lessons. 

Physiology — Fourth  Grade. 

Alternate  with  fifth  grade.  Give  fourth -grade  work  in 
1907-08  and  fifth-grade  in  1908-09.  Geography  last  four 
months. 

Text. — First  Book  in  Hygiene. 

First  Month. — Pages  9  to  32. 

Why  we  eat.  The  teacher  should  have  the  class  talk  about 
the  wearing  out  of  clothing,  machinery,  books,  etc.,  in  such  a 
manner  that  they  become  thoroughly  alive  to  the  effect  of  wear 


54 COMMON  SCHOOL  COURSE  OF  STUDY. 

and  waste,  and  then  draw  the  lesson.  ''Why  we  eat/' and  the 
effect  of  poor  food.  A  picture  lesson  should  be  made  the  basis 
of  an  excellent  language  lesson  as  well  as  a  lesson  in  hygiene. 

The  memory  lesson  "Planted  Himself  to  Grow"  should  be 
committed  and  the  points  in  the  preceding  chapter  applied. 
Could  he  grow? 

Digestion:  This  is  admirably  presented.  Have  the  class 
read  and  discuss  the  steps  in  the  change  of  food  from  its  natural 
state  to  animal  or  plant  tissue.  Have  the  class  memorize  the 
review  and  the  rules  of  the  ''Good  Health  Club."  (In  a  week  or 
two,  ask  for  these  rules,  and  when  given,  see  how  many  observe 
them.  We  must  come  to  a  realization  of  the  fact  that  physi- 
ology and  hygiene  are  of  practical,  every-day  use.) 

"Always  Dinner  Time" :  Have  class  commit  this  little  poem 
and  draw  some  good  lessons  from  it. 

Kinds  of  foods :  Different  foods  required  in  different  climates. 
Why?    In  different  occupations.     Why? 

Bodily  heat:  Illustration  of  the  effect  of  changing  the  tem- 
perature of  the  body.  Effect  of  food  on  the  bodily  heat.  Min- 
eral foods :  .  Salt,  lime,  soda,  potash,  iron,  etc.  Animal  foods : 
Milk,  butter,  cheese,  eggs,  flesh.  A  good  correlation  can  here  be 
made  with  the  outline  in  Agriculture  on  the  care  of  milk.  Di- 
gestibility and  nourishment  in  meats. 

Second  Month. — Pages  32  to  52. 

Vegetable  foods:  Bread  from  whole  wheat,  corn  bread,  gra- 
ham. Blending  of  starches  and  fats.  Potatoes,  beans,  and  other 
vegetables.  Food  value  of  each.  Fruit:  Digestibility,  food 
elements.  Differences  in  ripe  and  green  fruit.  Reason  for  green 
fruit's  causing  sickness.  Nuts,  food  value.  Spices:  Effect  on 
the  lining  of  the  digestive  tract;  food  value.  Candy  and  pre- 
serves :  Food  value.  (Review  rule  2,  page  19.)  Commit  mem- 
ory^lesson.    Have  class  write  story  of  an  apple  tree  and  its  fruit. 


FOURTH  GRADE.  55 


Questions  for  study  (two  days  can  be  very  profitably  spent  on 
the  chapter) : 

The  Food  Grains:  Story  of  wheat;  things  necessary  to  its 
growth  and  caVe ;  how  prepared  for  food ;  different  kinds  of  flour ; 
food  value  of  each  kind.  Corn:  Have  class  discuss  this  thor- 
oughly.    Correlate  with  Agriculture,  outline,  section  2. 

Picture  Lesson:  In  the  story  of  this  picture  have  the  class 
suppose  the  kind  of  grain,  of  flour,  its  preparation,  the  kinds  best 
for  one  engaged  in  muscular  exercise,  etc.  The  Fast  of  Hia- 
watha should  be  used  as  a  language  lesson,  both  oral  and  written. 
Use  picture,  page  46,  as  suggested  by  .the  text. 

Sunshine:  Impress  upon  the  class  the  great  need  of  sunshine. 
Read  and  discuss  this  lesson  in  class,  and  call  to  mind  many  in- 
stances of  the  benefit  of  sunlight.  Sunshine  and  plant  life. 
Plant  life  and  mankind.  The  Sun  a  Prisoner — A  Legend.  After 
reading,  have  the  class  reproduce  in  story  form.  Commit  "If 
I  were  a  Sunbeam." 

Third  Month.— Pages  53  to  82. 

Need  of  wholesome  food.  Adulterated  foods :  Sugar,  syrup, 
candy  made  from  glucose  obtained  from  corn.  Candy  coloring. 
Milk  adulteration.  Imitation  butter.  Has  Kansas  a  pure-food 
law?  (Ask  your  grocer.)  Adulteration  of  coffee,  chocolate,  and 
flour.  Ammonia  in  bread  and  alum  in  baking  powder  are  both 
harmful.  Diseased  milk,  meat,  and  vegetables.  Necessity  of 
using  care  with  canned  meats.     Rules  of  good-health  club. 

Teeth:  Why  do  teeth  differ  in  shape?  Have  all  animals  the 
same  shaped  teeth?  Why?  Are  teeth  repaired  as  other  parts 
of  the  body?  Do  teeth  have  anything  to  do  with  digestion? 
Care  of  teeth.  Is  it  harmful  to  neglect  the  care  of  the  teeth? 
Treat  the  poem  '^ After  the  Rain"  and  the  picture  "Content- 
ment," as  suggested. 


56 COMMON  SCHOOL  COURSE  OF  STUDY. 

Water :  Use  of  water.  Danger  and  disease  in  impure  water. 
Is  the  school  well  properly  cleansed?  Is  all  clear  water  pure? 
Should  one  drink  iced  drinks?  Why?  Tea?  Coffee?  Why? 
Are  these  foods?  Drinks?  Do  they  give  strength?  Other 
harmful  beverages.  Have  class  write  story  of  the  'Taptain's 
Well." 

Man  compared  with  lower  animals  in  his  appetites.  False 
appetites.  Intemperance  in  eating  and  drinking.  Alcohol  as  a 
poison ;  as  a  hindrance  to  physical  development ;  as  a  disease- 
producer,  etc.  The  alcohol  habit.  Alcohol  and  the  mind.  A 
waste  to  make  it.  Causes  unnatural  thirst.  Any  person  who  is 
a  constant  '^ drinker"  is  a  good  temperance  lecture.  Use  pic- 
ture, page  76. 

Reasons  men  give  for  drinking  strong  drink.  For  using  to- 
bacco. Are  they  good  reasons?  Cost  of  tobacco.  Its  effect  on 
the  body.  What  effect  has  it  on  young  people?  Bring  clearly 
before  the  pupils  the  absolute  uselessness  of  using  tobacco  and 
strong  drinks  of  all  kinds,  as  well  as  the  great  harm  they  are  to 
the  mind  and  body.  Why  do  railroad  and  other  business  men 
refuse  to  employ  young  men  who  have  the  cigarette  habit?  The 
Chicago  Record  on  cigarette-smoking.  Does  Kansas  forbid  the 
sale  of  cigarettes  and  cigarette  paper  to  minors?  Why?  Use 
writing  lesson,  page  82, 

Geography — Fourth  Grade. 

Primary  Physiology  should  be  given  the  first  three  months, 
and  be  followed  by  Geography  for  the  last  four  months.  Teach- 
ers should  not  fail  to  read  the  Preface  and  the  Suggestions  to 
Teachers. 

Alternate  with  Fifth  Grade. 

Fourth  Month. — Paws  1  to  24. 


FIFTH  GRADE.  57 


Fifth  Month. — Pages  24  to  41. 
Sixth  Month. — Pages  41  to  62. 
Seventh  Month. — Pages  62  to  78. 

Spelling — Fourth  Grade. 

Spell  words  from  reader. 

Writing— Fourth  Grade. 

Copy  Book  No.  2. 

Outline  Practice  Book  "A." 

Use  some  simple  movement  drills. 


FIFTH  GRADE. 

Texts. — Fourth   Reader,   Speller,    Language  Book,   Elementary 
Arithmetic,  Primary  Physiology,  Primary  Geogra- 
phy, Copy  Booh  No.  3. 
Reading. 
See  suggestions  for  fourth  grade. 
First  Month.— Required,  19,  42,  25.     Suggested,  13,  28,  58. 

Second  Month.— Required,  69,  37,  116.    Suggested,  76,  79, 
93. 

Third  Month.— Required,   113,   127,   118.     Suggested,   104, 
120,  128. 

Fourth  Month.— Required,  129,  149,  274.     Suggested,  129, 
149,  158,  161. 

Fifth  Month.— Required,   188,   197,   116.     Suggested,   173, 
176,  180,  267. 


58 COMMON  SCHOOL  COURSE  OF  STUDY. 

Sixth  Month.— Required,  216,  222,  226,  251.  Suggested, 
206,  112. 

Seventh  Month.— Required,  246,  249,  280.  Suggested,  237, 
240. 

Language — Fifth  Grade. 

Text. — Lessons  in  English. 

Teach  Fifth-Grade  Language  in  1907-08  and  Sixth-Grade  in 
1908-09. 

First  Month. — Pages  1  to  21. 

Sentences,  paragraphs,  stanzas,  names,  titles,  abbreviations, 
1,0. 

Composition:  Picture  study — Morning  Call;  Pet's  Trip; 
Stories  and  Poems — Puss  and  the  Ravens;  Wishing  (Reader, 
p.  24.) 

Information  lesson:  Write  a  description  of  one  wild  flower 
found  near  the  school-house. 

Second  Month. — Pages  21  to  44. 

Teach  contractions,  plurals,  possessives,  dates,  names  of  days 
and  months. 

Composition:  Picture  study — Can't  You  Talk?  A  Village 
Blacksmith.  Stories  and  Poems — Seasons  in'Sweden  (see  Read- 
er, p.  90) ;  Daffodils  (Reader,  p.  87). 

Information  lesson :    Write  a  description  of  an  autumn  fruit. 

Third  Month. — Pages  44  to  64. 

Letter-writing,  contractions,  comma,  composition.  Picture 
study:  School  examination.  Stories  and  Poems:  Somebody's 
Mother;  The  Kitten  and  the  Falling  Leaves  (Reader).  Infor- 
mation lesson  :1  Lesson  57. 

Fourth  Month. — Pages  64  to  94. 
Plurals,  letter- writing,  titles,  possessives. 


FIFTH  GRADE.  59 


Composition:  Picture  Study — Child  at  Pump.  Stories  and 
Poems— Idle  Dennis;   The  Mountain  and  the  Squirrel. 

Information  lesson :  Cotton.  If  possible,  secure  specimens  of  the 
plant,  seed,  oil,  cloth.  Use  pictures.  Read  description  of  man- 
ner of  raising.  See  the  Primary  History  for  Whitney  and  the 
Cotton  Gin.  Have  pupils  give  an  oral  reproduction;  a  written 
reproduction. 

Fifth  Month. — Pages  94  to  120. 

Comma,  possessives,  quotation,  letter-writing. 

Composition:  Picture  Study — Feeding  Her  Birds.  Stories 
and  Poems — ^The  Brook,  Tennyson ;  The  Brook,  Bryant  (Read- 
er). Information  lesson:  Lincoln — Boyhood,  youth,  manhood, 
profession,  presidency,  death.  Encourage  pupils  to  secure  in- 
formation from  all  sources.  After  one  period  has  been  talked  of 
in  class,  and  an  outline  put  on  the  board,  have  pupils  write  a 
chapter  of  the  biography. 

Sixth  Month. — Pages  120  to  146. 

Pronouns,  contractions,  verbs. 

Composition:  Picture  Study — Secret.  Poem — In  School- 
Days.  Information  Lesson  —  Independence  Day.  Study  by 
following  outline:  Date  and  meaning.  The  event,  its  cause 
and  result.  How  you  imagine  they  celebrated  at  first.  How 
we  celebrate  now.  What  you  think  of  the  present  way  of  cele- 
brating. 

Seventh  Month. — Pages  146  to  169. 
Business  forms,  verbs,  definitions. 

Composition :     Picture  Study — Friends  or  Foes.     Stories  and 
Poems — Elizabeth  Zane.     Old  Ironsides. 
Information  lesson:    Observe  the  birds  of  your  locality  this 


60  COMMON  SCHOOL  COURSE  OF  STUDY. 

month.     Kinds.     Their  habits.     Their  uses.     What  ones  stay 
all  winter.     At  end  of  the  month,  tell  it.     Write  it. 

Arithmetic — Fifth  Grade. 

Text. — Myers  &  Brooks. 

First  Month.— Pages  108  to  121. 

Measure  a  flower  garden.  See  suggestions  in  second  month, 
fourth  grade.  Purchases  and  wages.  Be  careful  that  problems 
are  understood. 

Second  Month. — Pages  122  to  134. 

Pupils  think  through  the  problems  with  teacher,  then  solve. 

Third  Month.— Pages  135  to  146. 

Fundamental  operations.  Proceed  slowly  and  carefully  until 
pupils  thoroughly  understand  process.  Exercise  in  addition 
and  subtraction.  Give  drill  and  plenty  of  it  as  soon  as  "process 
is  understood. 

Fourth  Month. — Pages  146  to  156. 

Teach  multiplication  carefully  before  drilling  upon  it. 

Fifth  Month. — Pages  157  to  172. 

Teach  division  process  carefully  before  drilling,  then  drill 
thoroughly. 

Area  of  Triangle :  Teach  diagrams  on  page  168  carefully,  and 
from  them  solve  problems  on  page  169. 

Fractions :  Much  depends  upon  the  child's  carefully  thinking 
out  the  measuring  functions  of  a  fraction.  Do  not  try  to  teach 
too  much  at  first.     Follow  text  closely  for  this  work. 

Sixth  Month. — Pages  173  to  184. 

Continue  fractions  as  in  fifth  month  to  page  176. 

Problems  in  time.     Make  problems. 

Buying  groceries.    Make  problems. 


FIFTH  GRADE.  61 


Seventh  Month. — Pages  184  to  196. 

Have  pupils  think  problems  through  and  give  approximate 
answers ;  then  solve  them. 

Physiology— Fifth  Grade. 
(Alternate  with  Fourth-Grade  work.) 
Text. — First  Book  in  Hygiene.   ' 

First  Month. — Pages  83  to  100. 

Organs  that  throw  out  waste  matter  from  the  body :  The  skin  ; 
compare  with  the  bark  of  the  tree.  (Use  twig  to  illustrate.) 
Pigment.  Structure  of  inner  skin.  The  sweat  glands.  The 
work  of  these  sweat  glands  should  be  thoroughly  explained.  It 
is  in  a  proper  understanding  of  these  and  of  perspiration  that  one 
of  the  most  important  rules  of  health  may  be  taught. 

Hair  and  nails  are  like  the  skin.  Kidneys:  Location,  struc- 
ture, work.  Effect  of  overwork.  Effect  of  alcohol  in  producing 
waste  matter. 

Bathing:  Necessity;  time  to  bathe;  ways  to  bathe. 

Clothing :  Should  be  neither  too  heavy  nor  too  light.  Rea- 
sons for  this.  Effect  of  tight  clothing.  Flat-heeled  shoes  should 
be  worn.  Why?  Woolen  clothing.  What  reasons  can  you 
give  for  keeping  one's  clothing  clean? 

Memory  lesson,  pages  98-9,  is  given  in  the  sixth  month. 

Second  Month.— Pages  100  to  122. 

Blood:  Appearance,  composition,  circulation,  arteries,  veins, 
capillaries.  Heart:  Location,  form,  work.  Effect  of  alcoholic 
beverages  on  heart  action.  Effect  of  exercise  on  the  heart. 
Need  of  having  a  strong,  healthy  heart.  Effect  of  tobacco  on 
heart  action.  What  is  the  pulse?  "Locate  it.  Test  it.  Give 
carefully  wTitten  review  of  the  blood,  its  use  and  circulation. 

Breathing:    Why  do  we  breathe?     Effect  of  pure  air?     Im- 


62  COMMON  SCHOOL  COURSE  OF  STUDY. 


pure  air?  Foul  air^?  Is  the  air  of  this  school-room  pure  now? 
Is  the  ventilation  perfect?  When  is  ventilation  perfect?  Are 
each  of  you  sitting  in  proper  position  to  breathe  properly?  Are 
there  dust  particles  floating  in  the  air  in  this  room  now?  May 
this  be  prevented?  How?  Are  our  living-rooms  at  home  prop- 
erly ventilated?  How  are  they  arranged  for  ventilation?  Can 
you  grow  strong  and  healthy  without  plenty  of  fresh  air?  Should 
we  raise  the  school-room  windows  at  recess  and  get  out  and  play? 
Why?  Let  us  take  a  breathing  exercise.  (Give  the  class  a  good 
breathing  drill.)  Can  persons  who  use  alcoholic  drinks  breathe 
properly?    Why?     Use  picture,  page  119. 

Skeleton:  Compare  with  the  framework  of  a  house.  Num- 
ber of  bones,  strength.  Joints:  Kinds,  dislocation,  sprains, 
broken  bones.  May  the  shape  of  bones  be  affected  by  the  posi- 
tion we  take  while  sitting  or  standing?  Effect  of  ill-fitting  desks. 
Is  the  desk  of  each  pupil  in  this  school  of  proper  size?  Muscles : 
What  are  muscles  for?  Did  you  ever  see  a  muscle?  Where? 
Examine  your  arm.  Watch  the  muscles  as  you  bend  and  ex- 
tend your  arm.  Effect  of  tobacco  and  alcoholic  beverages  on 
muscle  action.  Do  you  think  the  use  of  these  any  help  to  one? 
Any  hindrance?    Why? 

Write  a  story  of  healthful  exercise,  using  picture  on  page  113. 

Exercise:  What  makes  muscles  strong?  Which  has  a  better 
chance  for  health  and  strength — a  rich  or  a  poor  man's  child? 
Why  should  we  take  exercise?  When?  What  kind  of  exercise 
is  best  for  this  class?  This  school?  Do  we  take  enough  and 
the  proper  kinds  of  exercise?  Name  several  useful  games.  Is 
football  a  good  game  for  this  school? 

Third  Month. — Pages  122  to  144. 

Need  of  rest  after  exercise.    Should  we  rush  in  after  a  hard 


FIFTH  GRADE,  63 


play,  raise  a  window,  and  sit  in  a  draught?  Why?  Can  a  child 
do  good  school  work  and  be  out  late  of  nights?  Why?  What 
amount  of  sleep  should  a  child  have?  Should  one  go  to  sleep 
hungry?  Why?  What  change  takes  place  in  the  body  while 
we  sleep? 

Study  memory  lesson  as  suggested  in  text. 

The  Nervous  System :  Its  work.  Compare  the  nervous  sys- 
tem to  a  telegraph  or  telephone  system.  What  part  has  the 
brain  in  this  system?  Messages:  Sensory,  motory.  Sym- 
pathy of  the  brain  with  other  parts  of  the  body  that  are  disor- 
dered. 

Effect  of  impure  blood  on  the  brain  and  nerves.  Effect  of 
tobacco.     Effect  of  alcoholic  beverages.     Effect  of  cigarettes. 

Insanity. 

Senses :  Seeing,  hearing,  feeling,  tasting  and  smelling.  Teach 
the  use  and  care  of  these  very  carefully.  Bring  this  instruction 
down  to  practical  every-day  application,  as  it  is  of  prime  impor- 
tance. 

Hunger  and  thirst  are  two  good  friends.    Why? 

First  aid  to  injured.  Do  not  leave  this  chapter,  as  is  so  often 
done  with  like  chapters.  It  is  of  great  importance  to  one  in 
emergency  cases.  Illustrate  these  in  each  case  to  the  class. 
Review  the  work  of  the  former  months,  and  see  that  good  rules 
of  health  are  thoroughly  understood. 

Geography — Fifth  Grade. 

It  may  be  well  to  spend  the  first  few  days  in  work  of  first  few 
pages  of  the  text.  For  further  suggestions,  see  Fourth-Grade 
Geography. 

Fourth  Month. — Pages  78  to  95. 


64 COMMON  SCHOOL  COURSE  OF  STUDY. 

Fifth  Month. — Pages  95  to  111. 
Sixth  Month. — Pages  111  to  120. 
Seventh  Month. — Pages  120  to  140. 

Spelling— Fifth  Grade. 

Text.— Rathbun's  Graded  Speller,  Part  II. 

Take  Fifth-Grade  Spelling  in  1907-08  and  Sixth  in  1908-09. 

First  Month. — ^Pages  21  to  25. 

The  dictation  exercises  should  not  be  neglected.  The  teacher 
should  look  over  each  moiith's  work  before  the  work  of  the  month 
is  begun.  For  instance,  one  will  teach  this  month's  work  much 
better  if  she  knows  from  the  beginning  that  lessons  4  to  8  in- 
clusive are  designed  to  teach  rules  governing  the  addition  of 
suffixes,  and  that  lessons  10  to  17  inclusive  have  to  do  with 
homophones. 

Second  Month. — Pages  25  to  29. 

Third  Month.— Pages  29  to  33. 

Drill  pupils  in  pronouncing  the  a's  and  the  the  s's  in  lessons 
39  and  40  correctly  and  without  hesitation. 

Fourth  Month. — Pages  33  to  37. 
Fifth  Month. — Pages  37  to  41. 
Sixth  Month. — Pages  41  to  45. 
Seventh  Month. — Pages  45  to  49. 

Writing— Fifth  Grade. 
Copy  book  No.  3. 
[  Outline  Practice  Book  ''B.'' 
Use  some  simple  movement  drills. 


SIXTH  GRADE.  65 


SIXTH  GRADE. 

Texts. — Fijth    Reader,    Speller    Language    Book,    Elementary 

Ariihmetic,  Primary  History,  Copy  Book  No.  4- 

Reading. 

The  mechanics  of  reading  should  by  this  time  be  fully  mas- 
tered. In  this  and  succeeding  grades  give  attention  to  punc- 
tuation, figures  of  prosody,  and  literary  style.  Develop  clear 
ideas  as  to  the  modes  and  form  of  expression,  and  of  such  literary 
products  as  oratory,  narration,  description,  dialogue,  prose  and 
poetry.     See  suggestions  for  fourth  grade. 

Alternate  sixth  and  seventh  grades.  The  sixth-grade  work 
in  term  beginning  in  1907;    seventh  grade  beginning  in  1908. 

First  Month — Required,  13,  55,  33. 
Secona  Month.— Required,  38,  112,  119. 
Third  Month.— Required,  134,  131,  143. 
Fourth  Month.— Required,  89,  178,  218. 
Fifth  Month.— Required,  100,  272,  94. 
Sixth  Month.— Required,  255,  266,  268. 
Seventh  Month. — Required,  61,  340,  264. 

Primary  History— Sixth  Grade. 
This  outline  will  not  interfere  with  the  use  of  any  primary 
text  which  the  county  superintendent  may  select.  The  fol- 
lowing texts  were  consulted  in  its  preparation:  Montgomery's 
'^Beginner's  American  History";  Mowry's  ''First  Steps  in 
History";  Barnes's  "Primary  History,"  and  McMaster's 
"Primary  History." 

First  Month. — Early  explorations,  settlements,   claims  of 
territory  and  on  what  they  were  based. 
The  Indians:  Their  character,  manners,  and  customs. 


66  COMMON  SCHOOL  COURSE  OF  STUDY. 

Biographical  sketches  of  Cohimbus,  De  Soto,  Champlain, 
Cabots,  Raleigh,  Hudson. 

Second  Month. — Period  of  settlement  and  development. 
The  English  in  Virginia,  New  England,  Middle,  and  Southern 
Colonies;    the  Dutch  in  New  York;    the  Swedes  in  Delaware. 

Causes  leading  to  the  settlement  of  the  different  colonies :  de- 
sire for  wealth,  desire  for  religious  freedom. 

Prominent  characters:  John  Smith,  Governor  Winthrop, 
Roger  AYilliams,  Lord  Baltimore,  William  Penn,  James  Ogle- 
thorpe, King  Philip. 

Third  Month. — The  struggle  for  supremacy  between  Eng- 
land and  France:  King  William's  War,  Queen  Anne's  War, 
King  George's  War,  French  and  Indian  War. 

Estrangement  of  the  colonies  from  the  mother  country. 

Noted  men:  Montcalm,  Wolfe,  Patrick  lienry,  James  Otis, 
Samuel  Adams,  John  Hancock. 

Fourth  Month. — ^The  Struggle  for  Independence.  Trace 
the  principal  campaigns;  the  French  Alliance;  the  Articles  of 
Confederation. 

Formation  of  the  Federal  Government — the  Constitution. 

Biographies  of  Washington,  Greene,  LaFayette,  Franklin, 
Robert  Morris,  Cornwallis. 

Fifth  Month. — National  growth;  establishment  of  the 
Government;  territorial  expansion;  slavery;  mechanical  in- 
ventions. 

Study  the  lives  of  Hamilton,  Jefferson,  Jackson,  Clay,  Cal- 
houn, Webster,  Garrison,  Harriet  Beecher  Stowe,  Horace  Mann. 

Sixth  Month. — The  War  for  the  Union;   principle  involved; 
trace  the  most  important  military  movements. 
Biography:   Lincoln,  Seward,  Grant,  Lee,  Davis. 


SIXTH  GRADE.  67 


Seventh  Month. — Recent  history;  reconstruction;  com- 
mercial expansion;  railroads;  telegraph  and  telephone;  im- 
proved machinery;  Spanish- American  War — cause,  results, 
territorial  expansion;   education — the  old  and  the  new. 

Lives  of  Edison,  Clara  Barton,  Frances  Willard,  Blaine, 
Cleveland,  McKinley,  Roosevelt. 

Schools  that  continue  another  month  should  make  a  general 
review  and  develop  supplementary  topics  provided  by  the 
teacher. 

Language — Sixth  Grade. 

Text. — Lessons  in  English. 

Teach  fifth-grade  Language  in  1907-08,  and  sixth  grade  in 
1908-09. 

First  Month. — Pages  1  to  30.     . 

Sentence,  paragraph,  stanza,  names,  titles,  plurals,  possessives. 

Composition:  Picture  Study:  Pet's  Trip;  The  End  of  Day. 
(See  Reader,  p.  117.)  Stories  and  Poems :  Puss  and  the  Ravens; 
The  Robin's  Advice. 

Information  lessons:   Wheat  and  the  manufactured  product. 

Second  Month. — Pages  30  to  56. 

Names  of  days  of  weeks  and  months,  abbreviations,  dates, 
exclamation-points,  quotations,  contractions. 

Composition:  Picture  Study:  Little  Brother;  Return  of  the 
Fisherman.  (Reader,  p.  54.)  Stories  and  poems:  October. 
(Reader,  p.  30.) 

Information  lessons:  Planting,  cultivation  and  harvesting 
of  corn. 


Third  Month.— Pages  56  to  82. 
Comma  and  period. 


68 COMMON  SCHOOL  COURSE  OF  STUDY. 

Composition :  Picture  Study :  The  Lark  and  the  Grasshopper; 
The  Pony.  Stories  and  Poems:  The  Fairy;  The  Arrow  and 
the  Song.  Information  lessons:  Study  the  hfe  of  Columbus. 
Tell  the  story.     Write  it. 

Fourth  Month. — Pages  82  to  109. 

Plurals;  possessives,  comma,  letter-writing. 

Composition:  Picture  Study:  Heavy  Load.  Stories  and 
Poems:  Uncle  Joe's  Story;  The  Cloud.  Information  lessons: 
The  Five  Senses.  (Text,  p.  99.)  Our  Flag.  (Page  87,  exer- 
cise 2.) 

Fifth  Month.— Pages  109  to  130. 

Possessives,  pronouns,  proverbs,  contractions. 

Composition:  Picture  Study — The  End  of  Day.  (See  Read- 
er.) Poems:  Evening.  Information  lessons :  Imagine  you  are 
visiting  on  the  California  coast,  and  write  a  letter  to  your  parents 
telling  of  your  experiences.  Study  your  geography  and  other 
sources  of  information. 

Sixth  Month. — Pages  130  to  148. 

Verbs,  letter  forms. 

Composition :  Picture  Study — The  Wounded  Hound.  Stories 
and  Poems :  The  Man  without  a  Country ;  The  Use  of  Flowers ; 
To  a  AVater-fowl;  Return  of  the  Birds.  Information  lessons: 
A  Week's  Weather  Record;  Why  W^e  Celebrate  Washington's 
Birthday. 

Seventh  Month. — Pages  170  to  186. 

Verbs,  the  fable,  advertisements. 

Composition:  Picture  Study — Bubble  Blower.  Stories  and 
Poems:  Larks;  America.  Information  lessons:  How  to  care 
for  and  feed  a  horse.     Flow  to  make  a  window-garden. 


SIXTH  GRADE.  69 


Arithmetic — Sixth  Grade. 

Text. — Myers  &  Brooks. 

First  Month. — Pages  197  to  209. 

Have  pupils  make  measurements.  Applications  of  square 
measures. 

Second  Month.— Pages  210  to  224. 

Triangles  and  solids.  Have  pupils  draw  and  measure  dia- 
gram on  page  212  before  solving  problems. 

Develop  the  diagram  on  page  218,  showing  that  solids  have 
length,  breadth  and  thickness,  while  surfaces  have  only  length 
and  breadth. 

Third  Month.— Pages  225  to  240. 
Fourth  Month. — Pages  241  to  252. 
Fifth  Month.— Pages  252  to  262. 

Denominate  numbers.  Use  measures,  drills,  and  accounts. 
Have  pupils  make  bills  and  draw  up  accounts. 

Sixth   Month.— Pages  263  to  272. 

Fractions. — Much  depends  upon  this  month's  work.  Be 
sure  that  the  child  thinks  and  then  knows  that  thirds  and 
fourths  must  be  changed  to  twelfths,  and  that  he  must  then  use 
the  numerator,  or  numbers  of  twelfths,  in  adding  and  sub- 
tracting, and  that  twelve  merely  tells  the  size  of  the  parts. 

Seventh  Month. — Complete  text  and  review. 


Spelling — Sixth  Grade. 

Text.— Rathbun's  Graded  Speller,  Part  11. 
Alternate  with  Fifth  Grade. 

First  Month.— Pages  49  to  51. 
Second  Month. — Pages  51  to  54. 


70 COMMON  SCHOOL  COURSE  OF  STUDY. 

Third  Month. — Pages  54  to  58. 
Fourth  Month. — Pages  58  to  62. 
Fifth  Month. — Pages  62  to  65. 
Sixth  Month. — Pages  65  to  68. 
Seventh  Month. — Pages  68  to  71. 

Writing — Sixth  Grade. 
Copy  book  No.  4. 
Outline  Practice  Book  "B.'' 
Continue  to  use  movement  drills. 


SEVENTH  GRADE. 

Texts. — Fifth  Reader,  Speller,  Grammar,  Complete  Arithmetic, 
Complete  Geography,  Kansas  History,  Copy  Book  No.  5. 

Reading. 
See  suggestions  for  sixth  grade.     Also  fourth  grade. 

First  Month. — Required,  58,  48,  42. 
Second  Month.— Required,  120,  126,  345. 
Third  Month.— Required,  46,  146,  153. 
Fourth  Month.— Required,  192,  79,  307. 
Fifth  Month.— Required,  207,  221,  348. 
Sixth  Month.— Required,  115,  64,  257. 
Seventh  Month. — Required,  84,  174,  323. 

Grammar — Seventh  Grade. 

Text. — Hoenshel's,  Part  II. 

The  teacher  should  read  the  Preface,  Suggestions  to  Teachers, 
and  Hints  on  Teaching. 

Emphasize  the  fact  that  the  classification  of  words  into  parts 


SEVENTH  GRADE.  71 


of  speech  depends  upon  their  use  in  the  sentence.  This  must 
be  kept  constantly  in  mind. 

Construction  of  words  should  be  studied  in  connection  with 
the  work  in  reading  and  composition. 

Continue  previous  instructions  in  composition  work,  giving 
special  attention  to  paragraphing,  margin,  spelling,  capitaliza- 
tion, and  neatness.  Accept  no  poorly  prepared  papers.  You 
encourage  carelessness  when  you  accept  anything  short  of  the 
pupil's  best  effort. 

First  Month. — Pages  68  to  79. 

Second  Month. — Pages  79  to  87. 

The  rules  for  capitalization  and  punctuation  should  be  memo- 
rized. They  are  arbitrary,  and  the  only  way  to  master  them 
is  to  memorize  them.  They  should  be  ''at  the  pencil's  point" 
when  needed,  the  same  as  the  multiplication  table.  The  tend- 
ency has  been  to  slight  memoriter  work  on  account  of  the 
reaction  from  the  inordinate  stress  laid  upon  it  in  former  times. 

Give  emphasis  to  the  lessons  on  Case,  and  see  that  the  sub- 
ject is  clearly  presented.  Give  supplementary  work,  if  neces- 
sary, until  you  are  sure  they  understand  as  much  of  the  subject 
as  is  presented  in  Lessons  VIII  and  IX. 

Paragraph  3,  Page  81,  means  all  singular  nouns;  those  end- 
ing in  s  as  well  as  others.  The  tendency  among  the  best  writers 
is  to  use  's  in  forming  the  possessive  of  singular  nouns  ending 
with  s;  as,  Charles's. 

The  most  important  part  of  the  month's  work  is,  perhaps, 
the  proper  presentation  of  the  subject  of  Parsing.  Parsing  is 
such  a  ''bugbear"  to  children,  usually,  because  they  have  not 
properly  learned  the  order  for  parsing.  Their  trouble  is  not 
so  much  that  they  cannot  tell  the  person,  number,  or  other 


72 


COMMON  SCHOOL  COURSE  OF  STUDY. 


modification,  as  that  they  get  mixed  up  in  the  order  of  parsing, 
and  are  uncertain  as  to  what  should  be  given  next.  Hence,  in 
learning  to  parse  any  part  of  speech,  the  first  step  is  to  learn  a 
definite  order  for  parsing,  and  it  should  be  perfectly  memorized 
and  always  followed. 

The  form  for  written  parsing  given  below  is  a  time-saver  for 
pupil  and  teacher : 


Columbus 

was 

a 

sailor 

n.,      . 

v., 

adj., 

n.. 

com., 

irreg.. 

defin 

•> 

com., 

neut., 

intrah., 

not  comp., 

mas., 

3d., 

act., 

mod. 

sailor. 

3d, 

sing., 

indie. 

sing., 

nom.. 

past. 

nom.. 

sub.  of  was. 

3d, 

in  pred. 

sing.. 

with  was. 

' 

to  agree, 
with  sub. 
Columbus. 

Composition  work 

as  suggested 

in  first  month. 

Third  Month.— Pages  87  to  96. 

Do  not  make  the  mistake  of  passing  too  rapidly  over  Declen- 
sion. Thoroughly  memorize.  For  oral  work  use  the  old- 
fashioned  way,  as  follows:  First  person,  singular,  nominative  I, 
possessive  my,  objective  me;   plural,  nominative  we,  etc. 

In  parsing,  observe  directions  given  last  month.  In  oral 
parsing  of  the  Pronoun — gender,  person,  number  to  agree  with 
antecedent.  Verb — person  and  number  to  agree  with  subject. 
Insist  that  these  be  given,  and  see  that  they  are  understood. 


SEVENTH  GRADE.  73 


Do  not  neglect  the  written  work  called  for  in  the  text.     Em- 
phasize accuracy  and  neatness. 
Composition  work  continued  as  before. 

Fourth  Month. — Pages  96  to  105. 

Fifth  Month. — Pages  105  to  119. 

Sixth  Month.— Pages  119  to  127. 

The  author's  remarks  on  Analysis  (page  126)  are  pertinent. 
The  model  given  calls  for  the  essentials  in  analysis,  and  nothing 
more  should  be  required.  Too  many  schools  waste  valuable 
time  in  repeating  over  and  over  classifications  of  elements,  etc., 
that  have  little,  if  any,  bearing  on  the  proper  analysis  of  the 
sentence. 

Put  much  time  on  rapid  oral  analysis  and  parsing.  This 
can  be  done  to  good  advantage  in  connection  with  blackboard 
work.  It  is  not  enough  that  the  sentence  be  diagrammed.  The 
important  thing  is,  that  the  pupil  be  able  to  analyze  the  sentence 
and  give  the  constructions.  This  is  the  teacher's  opportunity 
to  train  the  pupils  to  think  rapidly  and  to  express  their  thoughts 
with  clearness,  accuracy,  and  fluency. 

Continue  composition  as  before. 

Seventh  Month. — Pages  127  to  130.     Review. 

Arithmetic — Seventh  Grade. 
Text. — Myers-Brooks,  Grammar  School. 

First  Month. — Pages  1  to  22. 

Wentworth's  Mental  Arithmetic,  pages  1  to  10. 

The  average  pupil  will  be  able  to  complete  Myers-Brooks 
Grammar  School  text  in  three  years,  and  at  the  saipie  time^  at 
the  beginning  of  each  recitation,  spend  a  few  minutes  on  mental 


74    COMMON  SCHOOL  COURSE  OF  STUDY. 

arithmetic.  The  course  is  arranged  to  complete  Wentworth's 
Mental  Arithmetic.  Special  attention  should  be  given  to  simple 
concise  forms  of  analysis.  Avoid  those  involving  a  frequent 
use  of  '4f,"  ^' since,"  ''hence/'  and  ''therefore." 

Example :  If  one  barrel  of  flour  cost  $2.00,  what  is  the  cost 
of  three  barrels? 

Solution :  Cost  of  one  barrel  of  flour  is  $2.00. 

Cost  of  three  barrels  of  flour  is  3  X  $2.00 -$6.00. 

Few  suggestions  will  be  made  on  Myers-Brooks  Grammar 
School  text,  as  the  progressive  teacher  must  acquaint  herself 
with  both  this  and  elementary  texts  before  she  can  enter  into 
the  spirit  of  the  work.  These  texts  differ  from  those  formerly 
used,  as  they  deal  with  practical  subjects  in  a  practical  manner. 
The  teacher  that  makes  a  success  of  her  work  in  Arithmetic, 
especially  the  first  year  she  uses  the  new  text,  must  study  every 
lesson,  and  plan  her  work  for  the  next  day's  lesson,  having  in 
mind  some  definite  results  to  be  obtained.  Random  teaching 
gets  poor  results.  She  must  have  some  knowledge  of  Algebra. 
Have  pupils  solve  all  algebraic  problems  in  seventh  and  eighth 
grades,  that  they  may  be  prepared  for  ninth-grade  work. 

Second  Month. — Pages  23  to  41. 
Wentworth's  Mental.— Pages  11  to  21. 

Third  Month. — Pages  42  to  60. 

Give  special  attention  to  checking  for  accuracy  of  multipli- 
cation. 
Mental  Arithmetic— Pages  22  to  32. 

Fourth  Month. — Pages  61  to  75. 
Mental  Arithmetic. — Pages  33  to  43. 


SEVENTH  GRADE.  75 


Fifth  Month. — Pages  76  to  94. 

Do  not  allow  pupils  to  do  incorrect  work  in  making  out  ac- 
counts.    Work  for  neatness  and  accuracy. 
Mental  Arithmetic. — Pages  44  to  54. 

Sixth  Month.— Pages  94  to  108. 
.  Mental  Arithmetic. — Pages  55  to  65. 

Seventh  Month. — Pages  109  to  118. 
Mental  Arithmetic. — Pages  65  to  70. 

Complete  work  and  review.  The  review  should  be  left  to  the 
teacher  rather  than  be  outlined  in  the  course. 

Geography — Seventh  Grade. 

Text. — King's  Grammar  School  Geography. 

As  advised  in  the  outline  of  work  for  the  Primary  Geography, 
the  teacher  should  read  the  preface  and  instructions  to  the 
teacher,  and  should  read  the  text  that  she  may  become  familiar 
with  the  ideas  and  methods  of  the  author  before  starting  a 
class  into  the  work. 

A  library  of  travels  and  stories  of  the  various  countries  of 
the  world  should  be  in  every  school.  The  small  amount  of  $8 
or  $10  will  purchase  such  a  library  as  is  needed.  Few  suggestions 
are  needed,  as  the  text  will  teach  itself  if  the  teacher  will  catch 
the  spirit  of  the  author  and  follow  his  lead. 

First  Month. — ^To  page  25. 
Second  Month. — Pages  25  to  48. 
Third  Month.— Pages  48  to  69. 
Fourth  Month. — Pages  69  to  87. 
Fifth  Month. — Pages  87  to  113. 
Sixth  Month.— Pages  113  to  134. 
Seventh  Month. — Pages  134  to  156. 


76 COMMON  SCHOOL  COURSE  OF  STUDY. 

History  of  Kansas— Seventh  Grade. 

Only  the  topics  specifically  named  need  to  be  carefully  studied. 
Others  should  be  read. 
First  Month. — Pages  9  to  93. 

EARLY   HISTORY. 

Early  Explorers — Spanish:  De  Vaca,  Coronado;  French: 
Marquette,  La  Salle ;  (the  French  claims  based  on  explorations 
of  Marquette  and  La  Salle  in  the  Mississippi  Valley) ;  Dutisnc ; 
(the  English  claims  were  based  on  the  grants  made  to  the  Lon- 
don and  Plymouth  Companies.) 

Cessions:  Kansas  was  included  in  the  cessions  of  1763,  1800, 
and  in  the  Louisiana  purchase.  (That  part  south  of  the  Ar- 
kansas river  and  west  of  the  100th  meridian  was  a  part  of  the 
Mexican  cession.) 

Native  Indian  tribes. 

Later  Explorers :  Lewis  and  Clark,  Long,  Pike. 

'ft'ails :  Santa  Fe,  Oregon.     Draw  map  of  these  trails. 

Kansas  a  part  of  the  Indian  Territory,  organized  in  1830; 
transplanted  Indian  tribes;   missionaries  to  the  Indians 

TERRITORIAL   HISTORY. 

Free-State,  Pro-Slavery  settlements. 

Reeder's  administration:  Election  for  Territorial  Delegate; 
census  taken;  election  for  Territorial  Legislature;  fraudulent 
voting,  new  election;  first  Territorial  Legislature:  place  of 
meeting,  adjournment,  trouble  with  the  Governor;  Governor 
Reeder  removed. 

Acting-Governor  Woodson:  Bogus  Legislature;  Territorial 
officers;  Territorial  capital;   Free-State  agitation. 

Governor  Shannon :  Pro-Slavery  election  for  Territorial  Dele- 
gate;   Free-State  election  for  Territorial  Delegate;    Free-State 


SEVENTH  GRADE.  77 


election  for  constitutional  convention;  constitutional  conven- 
tion— met  at  Topeka;  the  Topeka  Constitution;  Topeka  Con- 
stitution submitted  to  the  people;  election  of  State  officers 
under  the  Topeka  Constitution;  meeting  of  the  Free-State 
Legislature;  Guerrilla  warfare;  Free-State  Legislature  reas- 
sembled at  Topeka;   Governor  Shannon  removed. 

Acting-Governor  Woodson ;  Mihtia  called  out  to  repel'' Lane's 
invasion  "  ;  reign  of  terror. 

Governor  Geary;  Hickory  Point  fight;  disbanding  of  all 
armed  forces;  second  Territorial  Legislature;  resignation  of 
Governor  Geary. 

Governor  Walker:  Constitutional  convention;  Free-State 
Legislature;  second  submission  of  the  Topeka  Constitution; 
Lecompton  Constitutional  Convention;  the  Lecompton  Consti- 
tution, provisions  for  submission;  election  for  Territorial  Leg- 
islature and  Delegate ;  fraudulent  voting ;  Free-State  majority ; 
Governor  Walker  leaves  the  Territory. 

Acting-Governor  Stanton:  Extra  session  of  the  Legislature 
provided  for  a  submission  of  the  Lecompton  Constitution  to  be 
approved  or  rejected  by  the  people ;  the  Constitution  submitted 
to  the  people  under  its  own  provisions;  Stanton  removed  for 
calling  extra  session. 

Acting-Governor  Denver;  Election  upon  the  Lecompton 
Constitution;  election  under  the  provisions  of  the  Lecompton 
Constitution,  for  members  of  Congress,  Legislature,  State  officers 
— both  sides  participated;  the  Free-State  candidates  elected; 
refused  to  serve  under  the  Lecompton  Constitution ;  petitioned 
Congress  not  to  admit  the  State  under  the  Lecompton  Constitu- 
tion; third  Territorial  Legislature — provided  for  another  con- 
stitutional convention;  removed  the  capital  to  Minneola ;  meet- 
ing of  the  Free-State  (Topeka)  Legislature;  Leavenworth  Con- 


OF  THE     ^ 


78 COMMON  SCHOOL  COURSE  OF  STUDY. 

stitutional  Convention;  doubts  as  to  its  legality;  Governor 
Walker's  resignation  accepted. 

Governor  Denver:  Leavenworth  Constitution  submitted; 
trouble  in  southeastern  Kansas;  third  submission  of  the  Le- 
compton  Constitution — under  English  Bill:  Governor  Denver 
resigned. 

Governor  Medary:  Election  on  the  proposition  for  a  new 
Constitution;  Wyandotte  Constitutional  Convention;  election 
on  the  Constitution;   Governor  Medary  resigned. 

Acting-Governor  Beebe:  Last  Territorial  Legislature;  Kan- 
sas admitted  as  a  State. 

Second  Month.— Pages  93  to  188. 

STATE  HISTORY. 

Governor  Robinson:  Legislature  met  at  Topeka,  March  26, 
1861;  Lane  and  Pomeroy  elected  Senators;  adoption  of  the 
great  seal — motto  by  Ingalls;  organization  of  the  militia;  To- 
peka  chosen  as  capital  by  popular  vote;  penitentiary  located 
at  Lansing,  1861;  Kansas  troops;  Kansas  generals;  the  war 
in  Kansas. 

Governor  Carney:  Quantrell  raid;  Baxter  Springs  massa- 
cre; Price's  raid;  State  institutions — educational:  Univer- 
sity, Agricultural  College,  Normal  School ;  charitable :  Insane 
Asylum  at  Osawatomie,  Asylum  for  Deaf  and  Dumb,  Asylum 
for  the  Blind. 

Governor  Crawford:  Capitol  building  commenced  in  1866; 
homestead  law;  land  grants  to  railroads  in  Kansas;  the  pio- 
neers; Senator  James  H.  Lane;  Indian  raids  (from  1864  to 
1878) ;  Governor  Crawford  resigned,  to  take  command  of  regi- 
ment to  repel  Indian  invasion. 


SEVENTH  GRADE.  79 


Governor  Harvey:  Permanent  prosperity;  immigration  of 
colonies  from  Europe. 

Ingalls  elected  Senator ;  Kansas  at  the  Centennial  Exposition ; 
Insane  Asylum  at  Topeka;  State  Historical  Society;  negro 
exodus. 

Governor  Anthony:  Biennial  sessions  of  the  Legislature; 
Plumb  elected  Senator;  cattle  trade;  prohibitory  amendment; 
continued  prosperity,  resulting  in  phenomenal  growth. 

Governor  St.  John:  Indian-land  troubles;  Reform  School 
located  at  Topeka;   Kansas  entitled  to  seven  Representatives. 

Governor  Glick:  The  first  and  only  Democratic  Governor; 
Haskell  Institute  at  Lawrence ;  Soldiers'  Home  at  Leavenworth. 

Governor  Martin:  Soldiers'  Orphans'  Home  at  Atchison; 
Asylum  for  Idiotic  and  Imbecile  at  Winfield ;  Industrial  School 
for  Girls  at  Beloit ;  Reformatory  at  Plutchinson ;  State  Soldiers' 
Home  at  Dodge  City;  financial  speculation;  booming  of  Okla- 
homa; municipal  suffrage  for  women;  development  of  natural 
resources. 

Third  Month.— Pages  188  to  300. 

Governor  Humphrey:  Opening  of  Oklahoma;  Farmers'  Al- 
liance— political  importance;  original-package  case  and  Wilson 
3ill ;  death  of  Senator  Plumb. 

Governor  Lewelling:  Political  revolution;  legislative  war; 
Martin  elected  Senator ;  Kansas  at  the  Chicago  World's  Fair. 

Governor  Morrill:    Suffrage  amendment  defeated;    Coxey's 

army ;  discovery  of  oil  and  gas ;   apple  orchards. 

Governor  Leedy :  Omaha  Exposition ;  Kansas  in  the  Spanish 
War. 

Governor  Stanley :  Hospital  for  the  insane  at  Parsons ;  pe- 
riod of  prosperity;  text-book  commission;  penitentiary  twine 
plant. 


80 COMMON  SCHOOL  COURSE  OF  STUDY. 

Governor  Bailey :  Floods  of  1903  and  1904 ;  development  of 
the  oil  industry. 

Spelling — Seventh  Grade. 

Text. — Rathbun's  Graded  Speller.     Part  III. 

Seventh  and  eighth  grades  alternate,  both  taking  seventh  in 
1907-08  and  eighth  in  1908-09.  The  additional  three,  four  or 
five  lessons  here  given  for  each  month  should  be  given  each  year. 
It  will  be  a  good  review. 

First  Month.— Lessons  77  to  86,  also  19,  20,  21,  22,  23,  24. 

Second  Month.— Lessons  86  to  96.    Also  29,  30,  31,  33. 

Third  Month.— Lessons  96  to  106.     Also  34,  35,  36,  37. 

Fourth  Month. — Lessons  106  to  115.     Also  43,  44,  45,  46. 

Fifth  Month. — Lessons  115  to  124.     Also  43,  44,  45,  46. 

Sixth  Month. — Lessons  124  to  134.     Also  47,  48,  49. 

Seventh  Month. — Lessons  134  to  143.  Also  Lessons  1  to 
19,  part  of  which  need  only  be  read  over  by  the  class. 

Writing — Seventh  Grade. 
Copy  Book  No.  5. 
Outline  Practice  Book  "C' 
Use  movement  drills  for  speedy  writing. 


EIGHTH  GRADE. 

Texts. — Classics,    Grammar,    Arithmetic,    Geography,    History, 

Speller,  Copy  Book  No.  6. 

Classics. 

Alternate  with  ninth  grade,  taking  eighth  grade  in  1907-08  and 
ninth  grade  in  1908-09. 


EIGHTH  GRADE.  81 


The  following  plan  of  study  is  suggested : 

1.  Read  the  production  for  the  story;    its  time,  geography, 
etc.    Take  only  time  enough  to  get  the  story. 

2.  Study  plot. 

3.  Study  all  the  persons  in  the  production — their  characters, 
their  likes  and  dislikes,  their  beliefs,  ambitions,  hopes,  etc. 

4.  Find  people  like  these  in  the  world  to-day. 

5.  Study  beautiful  passages  during  all  the  work;  commit  and 
learn  to  quote  on  appropriate  occasions. 

First  and  Second  Months. — Great  Stone  Face. 
Third  and  Fourth  Months. — ^The  Snow-Image. 
Fifth  and  Sixth  Months. — Tales  of  a  Wayside  Inn. 
Seventh  Mohth. — Review. 

Grammar — Eighth  Grade. 

Text. — Hoenshel,  Part  3. 
First  Month. — Pages  130  to  143. 

During  this  month  study  also  lessons  1,  2  and  3,  Part  Four. 
Use  these  lessons  or  parts  of  them  at  appropriate  times. 

Second  Month. — Pages  143  to  161. 

Study  also  lessons  4  to  12,  Part  Four,  at  appropriate  times. 

Third  Month.— Pages  161  to  175. 
Study  also  lessons  15  and  16,  Part  Four. 

Fourth  Month. — Pages  175  to  200. 

Lessons  17  to  21,  inclusive,  Part  Four,  should  be  noticed  at 
appropriate  times. 

Fifth  Month. — Pages  200  to  211. 
Notice  lessons  22,  23  and  24,  Part  Four. 


82  COMMON  SCHOOL  COURSE  OF  STUDY. 


Sixth  Month.— Pages  211  to  224. 

Notice  also  lessons  15,  16,  25  and  26,  Part  Four. 

Seventh  Month. — Pages  224  to  232. 

Arithmetic — Eighth  Grade. 

Texts. — Myers-Brooks  Grammar  School,  Wentworth's  Men- 
tal Arithmetic. 

First  Month. — Pages  116  to  136. 

Insist  on  pupils  being  able  to  find  G.  C.  D.  and  L.  C.  M.  by 
factoring. 

Mental  Arithmetic.     First  month,  pages  70  to  80. 

Second  Month. — Pages  137  to  157. 

Have  pupils  develop  rules  for  addition,  subtraction,  multipli- 
cation and  division  of  fractions ;  then  apply  rules  to  problems. 

Mental  Arithmetic,  pages  81  to  91. 

Example:  If  building  |  of  a  wall  costs  $15.00,  what  is  the 
cost  of  building  J  of  it? 

Solution :  Cost  of  |  of  a  wall  is  $15.00.  Cost  of  J  of  a  wall  is 
$15.00  ^5  =  $3.00. 

Third  Month.— Pages  158  to  178. 
Mental  Arithmetic,  pages  91  to  102. 

Fourth  Month.— Pages  179  to  207. 
Mental  Arithmetic,  pages  103  to  113. 

Fifth  Month.— Pages  208  to  223. 
Mental  Arithmetic,  pages  114  to  134. 

Sixth  Month.— Pages  224  to  235. 
Mental  Arithmetic,  pages  135  to  144. 

Seventh  Month. — Review  year's  work. 


EIGHTH  GRADE.  83 


Geography — Eighth  Grade. 

First  Month. — Pages  156  to  186. 

Second  Month. — Pages  186  to  219. 

Third  Month.— Pages  219  to  245. 

Fourth  Month. — Geography  of  Kansas,  pages  1  to  9. 

This  should  take  up  the  county;   raih'oads;   principal  cities; 

rivers ;  manufacturing  plants ;  natural  resources ;  maps  showing 

surface;  maps  colored  to  show  mineral  deposits;  maps  colored 

showing  the  wheat  and  corn  counties. 

Review. 

History — Eighth  Grade. 

Texts. — Davidson's  History  of  the  United  States,  Foster's 
Historical  Outline  Maps  on  United  States  History  (Topeka, 
Kansas) . 

First  Month. — Pages  13  to  63. 

The  Awakening  in  Europe — ^Effects  of  the  Reformation, 
politically  and  socially;  spirit  of  the  governments;  the  asser- 
tion of  the  people;  the  printing  of  books — other  inventions; 
effects  of  the  discovery  of  America ;  legends  of  other  discoveries ; 
the  peoples  of  our  country — how  they  were  conquered;  their 
civilization,  religion,  manners,  and  customs.  The  early  ex- 
plorers— what  they  did ;  what  it  was  worth  to  their  respective 
sovereigns.  Give  special  attention  to  those  explorers  whose 
exploration  resulted  in  claims  of  territory  by  the  various  Euro- 
pean nations. 

Second  Month. — Pages  63  to  104. 

The  development  of  the  American  in  the  various  settlements ; 
causes  of  the  settlements — religious  ideas,  disputes,  and  per- 
secutions;   religious  intolerance;    charter  government  to  con- 


84 COMMON  SCHOOL  COURSE  OF  STUDY. 

stitutional  government ;  the  various  ideas  (religious,  social,  and 
political)  that  prevailed  in  the  several  colonies;  the  growth 
of  the  colonies  as  influenced  by  these  factors. 

Third  Month.— Pages  104  to  157. 

The  struggle  of  England  and  France  for  the  world  mastery; 
what  the  colonies  were  teaching  Europe;  what  each  successive 
war  was  teaching  the  colonies;  the  great  value  of  the  French 
and  Indian  War;  developed  military  leaders,  governmental 
leaders,  crystallized  the  '^ Americans" — freed  them  from  a 
foreign  enemy;  growth  of  commerce,  education,  colleges,  print- 
ing, means  of  communication,  wealth,  etc. 

Fourth  Month. — Pages  157  to  191. 

The  English  view  of  the  colonies;  English  arbitrariness, 
American  stubbornness;  English  oppression,  American  resist- 
ance; the  men  these  controversies  developed;  advance  in  the 
ideas  of  government;  the  principles  contended  for  by  both 
sides;  why  Massachusetts  and  Virginia  were  in  the  lead  in  all 
agitation ;  the  men  they  produced ;  the  first  Continental  Con- 
gress; the  exchange  of  ideas;  war — summary  of  the  causes; 
the  struggle  to  1777;  the  Declaration  of  Independence  (study 
it  carefully). 

Fifth  Month.— Pages  191  to  221. 

Foreign  assistance;  treason,  plots  and  schemes;  the  dark 
days  of  the  struggle ;  the  surrender  at  Yorktown ;  the  armies 
England  had  lost;  the  peace  parties  in  England;  the  treaty  of 
peace ;  the  American  commissioners ;  the  effect  of  the  Ameri- 
can War  on  European  politics;  stipulations  of  the  treaty  of 
peace;  why  Canada  failed  to  join  the  colonies;  the  cost  of  the 
war;  the  men  it  bankrupted;  the  financial  system,  etc. 


EIGHTH  GRADE.  85 


Sixth  Month. — Pages  221  to  245. 

A  review  of  the  struggle  for  independence ;  how  the  colonies 
were  governed  during  the  war ;  the  need  for  a  new  government ; 
the  discussion;  the  growth  of  the  constitutional  idea;  the  Con- 
stitutional Convention;  the  adoption  of  the  Constitution;  the 
men  who  composed  the  convention;  the  compromises;  other 
conventions.     Study  the  Constitution. 

Seventh  Month. — Review  the  year's  work.  Use  Foster's 
Historical  Outline  Maps:  trace  discoveries,  explorations,  set- 
tlements, campaigns,  and  important  military  movements. 

Spelling— Eighth  Grade. 

Text.— Rathbun's  Graded  Speller,  Part  III. 
See  notes  for  Seventh  Grade. 
First  Month. — Lessons  150  to  158. 
Second  Month. — Lessons  158  to  168. 
Third  Month. — Lessons  168  to  177. 
Fourth  Month. — Lessons  177  to  186. 
Fifth  Month. — Lessons  186  to  195. 
Sixth  Month. — Lessons  195  to  204. 
Seventh  Month. — Lesson  204  to  the  end. 

Writing— Eighth  Grade. 
Copy  book  No.  6. 
Outline  Practice  Book  ''QJ' 
Movements  same  as  7  th  year. 


86 COMMON  SCHOOL  COURSE  OF  STUDY. 

NINTH  GRADE. 

Texts. — Classics,  Arithmetic,  History,  Civics,  Physiology,  Copy 

Book  No.  7. 
Classics. 
See  suggestions  for  Eighth  Grade. 
First  and  Second  Months. — Legends  of  Sleepy  Hollow. 
Third  and  Fourth  Months. — Dickens's  Christmas  Carol. 
Fifth  and  Sixth  Months. — Snow-Bound. 

Arithmetic — Ninth  Grade. 

Text. — Myers-Brooks  Grammar  School. 

First  Month. — Pages  236  to  251. 

Wentworth's  Mental  Arithmetic,  pages  145  to  155. 

This  year's  work  will  not  be  found  difficult  if  the  teacher  fol- 
lows the  suggestions  for  seventh  grade.  First  Month,  insist 
upon  all  diagrams  being  constructed  giving  special  attention 
to  accuracy  and  neatness  of  work. 

Second  Month. — Pages  251  to  2G7. 
Mental  Arithmetic,  pages  156  to  166. 

Third  Month.— Pages  267  to  287. 

Have  pupils  draw  diagram  of  all  problems  solved,  following 
instructions  for  first  month. 
Mental  Arithmetic,  pages  167  to  173. 

Fourth  Month.— Pages  288  to  307. 

Special  attention  should  be  given  to  developing  powers  and 
roots  of  numbers.     Use  such  material  as  may  be  at  hand. 

Diagrams  should  be  drawn  by  pupils  before  problems  are 
solved. 

Mental  Arithmetic,  pages  174  to  190. 


NINTH  GRADE.  87 


Fifth  Month.— Pages  307  to  322. 

Read  suggestions,  Seventh  Grade,  first  month. 

Sixth  Month.— Pages  322  to  336. 
Seventh  Month. — Review. 

History — Ninth  Grade. 

Text. — Davidson's  History  of  the  United  States. 

First  Month.— Pages  245  to  299. 

The  development  of  political  parties;  how  the  Constitution 
was  construed ;  the  leaders  of  each  party ;  problems  of  finance 
and  internal  improvement ;  troubles  with  foreign  countries ;  the 
admission  of  new  States;  inventions;  newspapers;  the  pur- 
chase of  Louisiana;  obnoxious  legislation;  political  campaigns 
as  educational  factors;  events  that  led  to  the  War  of  1812;  the 
war;  the  results;  the  questions  of  States'  rights  and  slavery; 
growth  of  manufacturing  and  commerce;  newspapers;  educa- 
tion and  inventions;  biographical  sketches  of  the  great  men  of 
the  period,  etc. 

Second  Month.— Pages  299  to  347. 

The  growth  of  the  Republic;  the  determination,  energy,  and 
character  of  Jackson;  the  '^ Kitchen  Cabinet";  '' Rotation  in 
Office";  United  States  Bank;  private  banks;  speculations; 
financial  panics ;  the  Subtreasury ;  Indian  difficulties ;  politics ; 
the  admission  of  new  States ;  slavery  and  slavery  compromises ; 
the  men  who  led  in  the  debates ;  the  Mexican  War ;  cause,  inci- 
dents, and  results;  statecraft;  foreign  relations  and  treaties; 
the  tariff;  ''gag  rule"  in  the  House;  abolition;  anti-slavery 
leaders ;  inventions  and  discoveries ;  growth  of  the  country  in 
wealth  and  population. 


88 COMMON  SCHOOL  COURSE  OF  STUDY. 

Third  Month.— Pages  347  to  395. 

Extension  of  territory;  the  Compromise  of  1850;  Fugitive 
Slave  Law;  Kansas-Nebraska  Bill;  border  warfare;  Dred 
Scott  Decision ;  the  debates  of  Lincoln  and  Douglas ;  the  Clay- 
ton-Bulwer  treaty;  Perry  and  Japan;  the  '^Ostend  Mani- 
festo" and  Cuba;  John  Brown;  Mrs.  Stowe;  leaders  ^nd 
literature  of  the  period ;  election  of  Lincoln ;  secession ;  war. 

Fourth  Month. — Pages  395  to  437. 

Abraham  Lincoln  and  his  policy ;  events  of  the  war  to  1864 ; 
use  Foster's  Historical  outline  maps,  tracing  the  movements  of 
the  armies  through  the  important  campaigns;  revolution  in 
naval  warfare;  improvement  in  war  equipment. 

Fifth  Month. — Pages  437  to  461. 

Complete  the  study  of  the  Civil  War;  principal  military 
leaders;  cost  of  the  war;  charities  and  other  institutions  of 
mercy;  assassination  of  Lincoln;  disbanding  the  army;  out- 
line review  of  the  war. 

Sixth  Month. — Pages  461  to  507. 

Reconstruction;  views  of  Congress,  views  of  the  President; 
amendments  to  the  Constitution;  military  rule  in  the  South; 
impeachment  of  the  President;  secret  politick  organizations; 
treaties  with  foreign  countries;  the  part  acted  by  them  during 
the  war;  trouble  in  Cuba;  building  of  railroads;  the  home- 
stead law;  coinage;  civil  service;  governmental  scandals;  the 
electoral  commission ;  resumption  of  specie  payments ;  political 
parties — the  Democrats  in  the  ascendency;  tariff  legislation; 
destruction  of  the  Maine;  the  war  with  Spain:  causes,  inci- 
dents, and  results ;  assassination  of  McKinley. 

Seventh  Month. — Pages  507  to  524,  and  review. 

Schools  having  an  eight-months  term,  review  the  entire  text. 


NINTH  GRADE.  89 


Physiology — Ninth  Grade. 

Text. — Graded  Lessons  in  Physiology  and  Hygiene. 

First  Month. — Pages  9  to  46. 

Food :  Why  we  eat.  What  to  eat.  Digestion :  In  mouth, 
stomach,  intestines. 

Digestive  Organs:  Location,  structure,  work.  Digestive 
juices :  Saliva,  gastric,  pancreatic,  bile,  and  intestinal.  Work 
of  each  of  these  juices.    Amounts  required  each  day. 

Absorption.  Review  questions.  Foods:  Kinds  required. 
Different  kinds  required  in  different  climates.  Why?  Bodily 
heat.  Amount  of  food  varies.  Healthful  food  needed.  Min- 
eral foods :  Salt,  lime,  potash,  etc.  Animal  foods :  Milk,  cheese, 
butter,  eggs,  meats.  Comparison  of  animal  and  vegetable  foods. 
Fruit  and  candy.     Digestibility  of  different  foods. 

Adulteration  of  various  food-stuffs.  Diseased  foods.  What 
is  meant  by  partial  starvation?  Four  groups  of  food.  Review 
questions. 

Sev!;ond  Month. — Pages  46  to  79. 

Our  Drink :  Uses  of  water.  Pure  and  impure  water.  Dis- 
ease in  water.  Lead-  and  rinc-poisoning  in  water.  How  to 
purify  water.  Mineral  water.  Tea  and  coffee.  Are  not  foods. 
Adulterations.  Tobacco :  Evil  effects  of  its  use.  Cigarettes  and 
their  evil  effects.  Does  the  use  of  tobacco  in  any  form  produce 
any  good  results? 

The  Skin:  Dermis,  epidermis,  pigment,  sweat  glands,  per- 
spiration ;  necessity  of  keeping  sweat  glands  open.  Oil  glands. 
Colds :  nature,  cause  and  cure.  Four  uses  of  the  skin.  Bath- 
ing :  Time  and  how  to  bathe ;  effect  on  the  skin. 

Clothing:    Proper  kinds.     Harm  in  wearing  tight  clothing. 


90 COMMON  SCHOOL  COURSE  OF  STUDY. 

Kidneys:  Location,  structure,  work,  and  hcalthfulness. 
Effect  of  cold  on  the  kidneys. 

Third  Month.— Pages  79  to  107. 

Bones :  Use,  composition,  covering,  structure,  shape,  strength. 
Skull,  trunk,  limbs.  Comparison  of  the  upper  and  lower  ex- 
tremities. Joints :  Kinds.  Cartilage :  Compare  bones  of  youth 
with  those  of  old  age.  Effect  of  standing  or  sitting  in  improper 
positions.     Effect  of  ill-fitting  desks.     Broken  bones;    sprains. 

Muscles:  Structure,  shape,  and  use.  Number  and  kinds, 
properties,  action,  fastenings.  May  muscles  be  made  strong? 
How?  Exercise:  Time  to  take  exercise;  kinds;  effect  of  ex- 
ercise.    Review  work  of  former  months. 

Fourth  Month. — Pages  107  to  145. 

Blood:  Composition,  use,  corpuscles,  red,  white;  work  of  each 
kind.  Circulation:  Arteries,  capillaries,  veins.  Pure  and  im- 
pure blood  compared.  Heart:  Location,  size,  structure,  and 
work.     Effect  of  overwork.     Fainting. 

Lymphatic  System :  Office ;  general  plan ;  lymph ;  of  what 
composed ;  work.  Spleen.  Massage :  Purpose.  Effects  of  al- 
coholic drinks  on  circulation. 

Breathing:  Purpose;  how  performed — inspiration,  expira- 
tion ;  air  passages ;  disease  of  air  passages ;  pleurisy.  Effect  of 
fresh  air  on  mental  faculties.  Larynx  and  the  vocal  chords. 
How  bodily  heat  is  maintained.  Air  before  and  after  it  is  used 
in  the  lungs.  Is  air  wholesome  for  breathing  more  than  once? 
Nose-  and  mouth-breathing.  Teach  effect  of  mouth-breathing. 
Adenoid  growths.  Foul  air,  full  of  danger  and  disease.  Im- 
portance of  keeping  a  cellar  clean  and  well  aired.  Malaria. 
Dust  in  the  school-room.  May  the  dust  be  prevented  in  the 
school-room?    How? 


NINTH  GRADE.  91 


Ventilation :  Importance ;  when  to  ventilate ;  how  to  venti- 
late. When  is  a  ventilation  system  perfect?  Is  this  school- 
room arranged  so  as  to  be  properly  ventilated?  Do  people  in 
their  homes  pay  enough  attention  to  ventilation?  School-room 
cleanliness.     Have  the  class  give  this  careful  discussion. 

Fifth  Month. — Pages  145  to  192. 

Nervous  System:  What  is  meant  by  the  nervous  system? 
Parts  of  the  system :  Brain,  size,  divisions.  Work  of  the  cere- 
brum :  Receives  sensory  and  sends  out  motory  messages.  De- 
velopment of  the  various  nerve  centers.  Work  of  the  cerebel- 
lum. Work  of  spinal  bulb  or  medulla.  Why  is  the  brain  called 
a  center?  The  spinal  cord.  Nerve  fibers.  Speed  of  a  nerve 
message.  Headaches:  Kinds,  causes,  treatment.  AVhat  is 
rest?  Discuss  its  usefulness.  Sleep:  Length  of  time  required 
by  persons  of  different  ages  and  different  occupations  for  sleep. 
Habits  and  their  effects.  Habits  and  character.  A  healthy 
mind  requires  a  healthy  body. 

Eye:  Structure.  How  we  see.  Movement.  Unequal  power 
of  the  muscles  of  the  eye.  Tear  glands.  Near-  and  far-sight- 
edness. Spectacles.  Care  of  the  eyes.  Poor  print  and  the 
eyes.    Testing  the  eyes. 

Ear:  Divisions;  structure  of  each.  Ear-wax.  Care  of  the  ear. 
Deafness :  Causes,  results. 

Sixth  Month.— Pages  192  to  228. 

Teeth:  Structure,  kinds,  and  care.  Importance  of  having 
good  sound  teeth. 

Disease  Germs :  Cause  of  disease.  Prevention.  How  germs 
are  transmitted.  Germs  in  water.  Work  of  plasma  and  white 
corpuscles  on  germs.     How  germs  act  on  themselves.     Antitoxin. 


92 COMMON  SCHOOL  COURSE  OF  STUDY. 

Vaccination.  Disinfectants.  Occupation  diseases.  Give  care- 
ful attention  to  cause  and  prevention  of  disease. 

Disease  caused  by  alcoholic  beverages.  This  chapter  is  ably 
presented;  and  every  teacher  should  place  this  before  the  class 
so  as  to  show  that  the  use  of  alcoholic  drinks  will  weaken  the 
body,  cause  disease,  conquer  the  will,  impair  the  digestive  or- 
gans, weaken  the  heart,  enlarge  the  blood  vessels,  disease  the 
kidneys,  hinder  the  lungs  in  their  work,  destroy  the  nerves,  blunt 
the  sense  organs,  and  utterly  unfit  anyone  who  indulges  in  its 
use  for  business,  home,  life,  friends,  and  for  any  of  the  profes- 
sions. 

Narcotics :  Definition,  kinds.  Tobacco :  This  topic  should  be 
presented  in  a  thorough  manner.  Tobacco  is  not  a  food ;'  it  in- 
flames the  air  passages,  shatters  the  nerves,  diseases  the  throat 
and  weakens  the  morals  of  every  one  who  is  a  constant  user  of 
it.  Cigarettes:  The  use  of  these  is  alarming.  To  anyone  who 
will  persist  in  their  use  will  come  the  loss  of  mental  power  and 
the  power  to  resist  the  temptation  to  do  wrong.  Teachers  have 
a  wonderful  work  to  do  in  thus  teaching  the  great  harm  in  their 
use. 

Seventh  Month. — Pages  228  to  264. 

Physical  exercises.  Periods  of  development.  Need  of  thor- 
oughly developing  the  body  as  well  as  the  mind.  First  aid  to 
injured.  The  points  in  this  chapter  should  be  well  explained 
and  illustrated.  If  the  emergency  arises  where  this  knowledge 
is  of  use,  it  will  be  necessary  to  act  at  once,  and  the  teacher  should 
present  these  points  clearly  for  this  reason. 

Public  Sanitation :  Boards  of  health.  Their  work.  Food  in- 
spection. Water  and  air  contamination.  (See  picture,  page 
48.)     Special   methods   of   preventing  disease.     Consumption: 


NINTH  GRADE.  93 


Means  to  prevent  its  spread.  Curable.  Treatment.  Insects 
and  malaria.  The  fly  and  the  fever.  Yellow  fever.  Review 
the  practical  points  of  the  whole  text,  and  leave  the  class  firmly 
in  possession  of  good,  concise  rules  of  health,  and  the  knowledge 
of  the  importance  of  following  them. 

Civics — Ninth  Grade. 

Books. — ''Our  Government,''  by  James  and  Sanford,  in  the, 
hands  of  the  pupils,  and  a  copy  of  ''Government  in  State  and 
Nation,"  by  the  same  authors,  in  the  school  library  for  refer- 
ence. 

Plan. — Make  civics  as  concrete  as  possible,  giving  it  a  real, 
practical  meaning.  Make  it  a  study,  not  a  reading  lesson.  A 
well-kept  note-book  will  be  helpful.  Follow  the  author's  plan 
in  giving  the  questions  at  the  close  of  each  chapter  as  careful 
study  as  the  reference-books  at  hand  will  admit. 

First  Month. — Part  I,  pages  1  to  32. 

Develop- the  notion  of  political  government,  beginning  with 
the  school  district.  Draw  map  of  district  on  blackboard  and 
have  pupils  copy  in  their  note-books.  District  ofhcers — how, 
when  and  by  whom  elected?  Duties.  Purpose  of  the  school. 
How  supported?    What  property  taxed,  and  why? 

The  County:  Plat  the  floors  of  the  court-house  in  your 
county,  locating  offices.  Name  the  officers  and  give  principal 
duties  of  each.     Use  proper  official  titles. 

City  or  township  government :   Officers — election  and  duties. 

Second  Month. — Pages  32  to  50. 

Events  leading  to  the  formation  of  the  Union.  The  Constitu- 
tional Convention.  Study  carefully  these  topics  in  the  history 
texts,  also.  Read  the  Articles  of  Confederation,  and  compare 
with  the  Constitution,  noting  resemblances  and  differences. 


94 COMMON  SCHOOL  COURSE  OF  STUDY. 

Third  Month. — Pages  50  to  83. 

Memorize  most  important  clauses  of  the  Constitution  as  they 
are  studied.    Follow  the  order  of  the  text. 

Legislative  Department. — Organization.  Powers  and  duties 
of  the  separate  houses.  How  laws  are  made.  Locate  Con- 
gressional districts  of  Kansas,  naming  the  Representative  from 
each.  Present  U.  S.  Senators  from  Kansas.  Former  Senators 
of  distinction. 

Fourth  Month. — Pages  83  to  114. 

Powers  of  Congress.  Commerce ;  Interstate  Commerce  Com- 
mission. Trusts,  money,  naturalization.  Postal  system,  army 
and  navy.    Expressed  and  implied  powers. 

Powers  denied  the  United  States  and  the  several  States. 

Review  the  legislative  department. 

Fifth  Month. — Pages  115  to  156. 

The  Executive  Department. — ^The  President  and  Vice-Presi- 
dent— election,  qualification,  term,  salary,  oath,  powers,  duties, 
vacancies.  The  cabinet.  Give  the  members  of  the  present 
cabinet,  and  principal  duties  of  each. 

Sixth  Month. — Pages  157  to  185. 

The  Judicial  Department. — U.  S.  courts,  and  jurisdiction  of 
each.  Territories  and  public  lands.  Amendments  to  the  Con- 
stitution. 

Seventh  Month. — Kansas. 

Preamble,  bill  of  rights.  Executive  officers.  Legislative 
department.  Judicial.  Elections.  Education.  Locate  all 
State  institutions — educational,  charitable,  and  penal.  Amend- 
ments. Counties,  townships,  cities.  Compare  with  general  dis- 
cussion in  part  I. 


NINTH  GRADE.  95 


Eighth  Month. — Schools  having  eight  months  make  a  com- 


plete review. 

Writing — Ninth  Grade. 

Copy  book,  No.  7. 

Outline  Practice  Book  '^D.'' 

Movements  same  as  7th  and  8th. 


AGRICULTURE. 

Introduction. — Education  is  and  should  be  a  preparation 
for  a  higher  and  broader  and  more  effective  life.  All  acquired 
knowledge  which  gives  to  boys  and  girls  higher  ideals  and 
broader  minds  is  useful ;  and  every  particle  of  knowledge  which 
will  enable  them  to  become  independent,  integral,  progressive 
factors  in  the  community  in  which  they  live  is  indeed  very  use- 
ful. Any  educational  movement  which  leaves  out  the  in- 
spirational or  the  practical  is  only  partial.  This  course  in 
Agriculture  is  designed  to  reach  the  inspirational  as  well  as  the 
practical  natures  of  the  country  boys  and  girls  of  Kansas.  There 
is  no  better  way  to  learn  to  do  than  by  doing.  The  course 
is  divided  into  seven  steps  or  parts.  At  the  introduction  of 
each  step  the  texts  are  given  and  the  page  or  chapter  cited  from 
which  the  teacher  may  get  the  information  for  the  class,  that  the 
idea  may  be  properly  developed.  It  is  urged  upon  the  teacher 
that  this  be  not  considered  a  difficult  thing  to  teach.  The  sub- 
ject unfolds  itself  in  such  an  easy,  inspiring  way  as  to  be  the 
means  of  great  enjoyment.  It  will  be  a  great  and  lasting  pleas- 
ure to  the  teacher  and  to  the  school.  It  is  suggested  that  each 
district  purchase  these  texts  (altogether  costing  less  than  three 
dollars),  and  with  these  in  the  hands  of  the  teacher  general 
lessons  may  be  given  to  the  entire  school,  not  less  infrequent 


96 COMMON  SCHOOL  COURSE  OF  STUDY.     

than  twice  each  week.  The  attention  of  each  teacher  is  cafled 
to  a  model  recitation  in  the  1907  Normal  Institute  Course  as  an 
excellent  plan  for  conducting  the  recitations  in  this  branch. 

1.    Soils. 

Numbers  1,  2,  3,  etc.,  in  paienthesis  refer  to  texts  cited  in 
each  step. 
Texts. — 1.  Agriculture  for     eginners,  Ginn  &  Co.,  Chicago. 

2.  First  Principles  of  Agriculture,  American  Book  Co.,  Chicago. 

3.  Practical  Agriculture,  D.  Appleton  &  Co.,  New  York.  6. 
Bulletin  No.  186,  U.  S.  Department  of  Agriculture,  Washing- 
ton, D.  C. 

Soil:  Origin,  tillage  (1*.  chap.  1).  Matter:  dead,  living  (2. 
chap.  1).  How  plants  feed  (2.  sees.  8  and  9;  2.  chap.  4  and 
5).  Plant  food  in  soil  and  air.  Nitrogen,  potash,  phosphoric 
acid,  other  elements.  Humus  (sec.  12;  2.  chap.  7  and  8). 
Plant  foods  prepared  slowly  (2.  chap.  10). 

Exhausted  soils  renewed  in  three  ways:  1st,  Rotation  of 
crops  (1.  sees.  7,  10,  and  11;  2.  chap.  9  and  10;  3.  chap.  19); 
leguminous  plants  (3.  chap.  13);  how  legumes  are  helpful  to 
the  soil.    Teach  name  and  nature  of  common  legumes. 

2d.  Natural  fertilizers;  care  and  use  of  farmyard  manures 
(2.  pages  39,  43,  and  50;  1.  pages  22,  24,  28;  3.  chap.  10), 
farmyard  manures  should  be  kept  under  shed  until  used.     Why? 

3d.  Commercial  fertilizers:  Sale  regulated  by  law  (chap. 
213,  Session  Laws  1903);  expense;  economy  in  mixed  farming 
and  producing  fertilizer  on  the  farm. 


♦The  figures  here  (as,  "1.  chap.  1")  refer  to  numbers  in  the  list  of  texts;  as,  "1.  Agri- 
culture for  Beginners;   2.  First  Principles  of  Agriculture";   etc.,  etc. 


NINTH  GRADE.  97 


II.     Seed  Selection. 

Texts. — No.  1,  Agriculture  for  Beginners,  Ginn  &  Co.,  Chi- 
cago. No.  2,  First  Principles  of  Agriculture,  American  Book 
Co.,  Chicago.  No.  3,  Bulletin  No.  77,  Iowa  Experiment  Sta- 
tion, Ames,  Iowa.  No.  4,  Bulletin  No.  139,  Kansas  Experi- 
ment Station,  Manhattan,  Kansas.  No.  5,  Fifteenth.  Biennial 
Report,  State  Board  of  Agriculture,  Topeka,  Kansas.  No.  6, 
Bulletin  No.  186,  U.  S.  Department  of  Agriculture,  Washington, 
D.  C. 

Nothing  is  so  important  as  the  selection  of  good,  strong, 
healthy  seed.  A  farmer  w^ho  farms  a  two-thirds  stand  of  corn 
loses  33J  per  cent,  of  his  time.  The  usual  average  is  not  to  ex- 
ceed a  70-per-cent.  stand  of  corn  throughout  the  State.  This  is 
because  of  the  poor  selection  of  seed.  Selection  of  seed  corn  (1. 
section  19;  2.  chap.  16;  all  of  3  and  4).  The  first  part  of 
No.  5,  known  as  the  ''Corn  Book."  How  to  make  a  seed  tester 
(3.  page  176;  4.  page  249;  5.  page  52).  When  to  select 
seed;  how  to  care  for  it  (five  pages,  166  to  175).  Study  of 
individual  stalk,  ear,  grain.  Stalk  as  to  strength,  number  of 
ears,  height  from  ground,  uniformity  of  maturity  (3.  page  183). 
Shape  and  content  of  individual  kernel,  feeding  value  (3.  page 
196),  (five  pages,  20  to  23).  Pollination  of  corn  important 
(1.  page  47;   2.  page  102). 

A  similar  outline  may  be  used  for  wheat,  rye,  oats,  barley, 
sugar-beets,  alfalfa,  etc.  Corn  is  here  given  because  it  is  the 
most  extensively  grown  and  most  valuable  crop  raised  in  the 
State. 


98 COMMON  SCHOOL  COURSE  OF  STUDY. 

III.    Practical  Application. 

Text  No.  1,  0.  J.  Kern's  Among  Country  Schools,  Ginn  & 
Co.,  Chicago. 

Influence  of  environment;  beautifying  school-grounds  and 
home  yards  (1.  chap.  3).  School  gardens  (1.  chap.  4).  Farmer 
Boys'  Experiment  Clubs  (chap.  7).  Teachers  and  pupils  alike 
will  find  an  invaluable  friend  in  Supt.  J.  H.  Miller,  Superin- 
tendent of  the  Farmers'  Institute  Department,  Manhattan, 
Kansas.  He  will  be  ever  ready  with  practical  suggestions  and 
wholesome  advice.  The  country  schools  and  the  local  farmers' 
institutes  should  be  veiy  closely  allied  (1.  chap.  9).  Tree 
Planting  and  Tree  Culture.  Study  of  varieties  adapted  to  your 
locality.  State  Forestry  stations:  At  Ogallah;  at  Dodge  City. 
Forestry  Commissioner  gives  information  about  tree  culture,  on 
request.  Trees  furnished  free  at  the  stations  to  all  who  will 
plant  and  cultivate  them.  Two  million  trees  are  sent  out 
annually.  At  the  request  of  twenty-five  residents  of  any  county, 
the  Forestry  Commissioner  must  hold  one  or  more  public  meet- 
ings for  the  discussion  of  tree  culture.  (Session  Laws  of  1907, 
chap.  405.) 

IV.     Types  and  Breeds  of  Farm  Animals  and  Dairying — Stock  Feeding. 

Texts. — 1.  Agriculture  for  Beginners,  Ginn  &  Co.,  Chicago. 

2.  First  Principles  of  Agriculture,  American  Book  Co.,  Chicago. 

3.  Fifteenth  Biennial  Report,  Kansas  State  Board  of  Agri- 
culture, Topeka,  Kansas.  6.  Bulletin  No.  186,  U.  S.  Depart- 
ment of  Agriculture,  Washington,  D.  C. 

Animal  Husbandry:  Domestic  animals;  Importance  (1. 
chap.  8;    2.  chap.  29).     Dairy  cow;    different  breeds;    points 


NINTH  GRADE.  99 


in  selection;  care;  feeding  (1.  chap.  9;  2.  chap.  30;  3.  pages 
674  to  764).  Care  of  milk;  dairy;  barn;  milking  utensils; 
Pasteurization  (1.  sections  48  and  49;  2,  chap.  32;  three  pages, 
683  to  700).  Balanced  rations  for  dairy  cows  (1.  sec.  50; 
2.  chap.  33).  Line  sharply  drawn  on  good  and  bad  dairy 
cows  (3.  pages  677  to  680).  Beef  types  (2.  chap.  31).  For 
other  information  on  this  line,  address  Secretary  State  Board 
of  Agriculture,  Topeka,  Kansas. 

V.    Bird  and  Insect  Life. 

Texts. — 1.  Agriculture  for  Beginners,  Ginn  &  Co.,  Chicago. 

2.  First  Principles  of  Agriculture,  American  Book  Co.,  Chicago. 

3.  Practical  Agriculture,  D.  Appleton  &  Co.,  New  York. 
Animals  that  destroy  insects   (2.  chap.   28).     Birds — many 

our  best  friends  (1.  sec.  52;  3.  chap.  37). 

This  outline  may  be  much  extended  by  the  use  of  bulletins 
from  the  Department  of  Agriculture,  Washington,  D.  C. 

VI.     Care  of  Orchard — Grafting,  Budding,  Pruning. 

Texts. — 1.  Agriculture  for  Beginners,  Ginn  &  Co.,  Chicago. 

2.  First  Principles  of  Agriculture,  American  Book  Co.,  Chicago. 

3.  Practical  Agriculture,  D.  Appleton  &  Co.,  New  York.  6. 
Bulletin  No.  186,  U.  S.  Department  of  Agriculture,  Washing- 
ton, D.  C. 

Varieties  adapted  to  your  locality.  Proper  care  of  the  orchard. 
Propagation  by  budding  (sec.  17).  The  Orchard — grafting  and 
budding  (3.  chap.  21  and  22).  Insects  of  the  orchard  (3.  chap. 
23).  Spraying:  Time  for,  effect  of,  mixture  for  spraying  (3. 
Appendix;   1.  page  109).    The  orchard  (2.  chap.  27). 


100 COMMON  SCHOOL  COURSE  OF  STUDY. 

VII.     General. 

The  spirit  and  inspiration  in  intelligent  farm  life.  The  bless- 
ing of  owning  a  home  and  living  in  a  rural  community.  Great 
harm  in  the  general  drift  to  cities  and  villages.  Danger  in  the 
individual  ownership  of  large  tracts  of  land ;  the  farming  lands 
should  be  in  the  hands  of  owners  of  small  tracts  instead  of 
tenants.  Nation  of  home-owners  a  stable  one.  Life  of  State 
and  Nation  rests  with  the  tiller  of  the  soil. 


,,,      OF  THE     ^     .. 


ADDITIONAL   USEFUL  BOOKS.  101 


ADDITIONAL  USEFUL  BOOKS. 


GEOGRAPHY. 

Great  American  Industries.     Fl?.nagan,  Chicago. 
Aunt  Martha's  Corner  Cupboard.     Flanagan,  Chicago. 
Talks  About  Common  Things.     Flanagan,  Chicago. 

The  World  and  Its  People  (Primary),  Vols.   1   to  4.     Silver,  Burdett 
&  Co.,  Chicago. 

NATURE. 

Stories  Mother  Nature  told  Her  Children.     Ginn  &  Co.,  Chicago. 
Leaves  from  Nature's  Story  Book,  Vol.  II.     Ed.  Pub.  Co.,  Topeka. 
Dana's  Plants  and  Their  Children.     American  Book  Co.,  Chicago. 
Gray's  How  Plants  Behave.     American  Book  Co.,  Chicago. 
Nelson's  Second  Science  Reader.     Ed.  Pub.  Co.,  Topeka. 
Stories  of  My  Four  Friends.     Ginn  &  Co.,  Chicago. 
Around  the  Year — Autumn,   Spring,   Winter,  3   Vols.     Ed.   Pub.   Co., 
Topeka. 

HISTORY. 

Colonial  Children. 

Pratt's  History  Stories,  Vols.  1  to  4.     Ed.  Pub.  Co.,  Topeka. 
Hero  Stories  from  American  History.     Ginn  &  Co.,  Chicago. 
Stories  of  Great  Americans  for  Little  Americans.     American  Book  Co., 
Chicago. 

KANSAS  HISTORY. 

Territorial  Governors,  and  other  Crane  Classics.     Crane  &  Co.,  Topeka. 
Hazelrigg's  History.     Crane  &  Co.,  Topeka. 
Kansas  in  Literature,  Part  I.     Crane  &  Co.,  Topeka. 
Kansas  in  Literature,  Part  II.     Crane  &  Co.,  Topeka. 
Supplemental  Readings.     Crane  &  Co.,  Topeka. 


HIGH  SCHOOL  COURSE  OF  STUDY. 

(  Suggestive.) 


First  Semester. 
Required: 

English. 

Algebra. 
Electives:   {choose  two.) 

Latin. 

Physiography. 

Greek  and  Roman  History. 

Manual  Training. 

First  Semester. 
Required: 

English. 

Algebra. 
Electives:    {choose  two.) 

Latin. 

German. 

Botany. 

M.  and  M.  History. 

Physiology. 

Manual  Training.     . 

First  Semester. 
Required: 

English. 

Geometry. 
Electives:    {choose  two.) 

Latin. 

German 

Chemistry. 

Zoology. 

English  History. 

French. 

Agriculture. 

First  Semester: 
Electives:    {choose  four.) 
English. 
Physics. 
Latin. 
German. 

American  History. 
Trigonometry. 
Bookkeeping. 
Economics. 
French . 
Review  common  branches. 


First  Year. 

Second  Semester. 
Required: 

English. 

Algebra. 
Electives:    {choose  two.) 

Latin. 

Physiography. 

Greek  and  Roman  History, 

Manual  Training. 

Second  Year. 

Second  Semester. 
Required: 

English. 

Geometry. 
Electives:    {choose  two.) 

Latin. 

German. 

Botany. 

M.  and  M.  History. 

Physiology. 

Manual  Training. 

Third  Year. 

Second  Semester. 
Required: 

English. 

Geometry. 
Electives:    {choose  two.) 

Latin. 

German. 

Chemistry. 

Zoology. 

English  History. 

French. 

Agriculture. 

Fourth  Year. 

Second  Semester. 
Electives:    {choose  four.) 
English. 
Physics. 
Latin. 
German. 

American  History. 
Advanced  Algebra. 
Bookkeeping. 
Economics. 
French. 
Review  common  branches. 


THE  CRANE  CLASSICS 


Each  number  contains  from  96  to  154  pages  of  original  matter.  Single  numbers: 
Pamphlet,  13  cents  each;    Cloth,  25  cents. 

In  orders  of  one  dollar's  worth  or  over,  paper,  10  cents;  cloth,  20  cents.  Double 
numbers,  double  price.     Silas  Marner,  Hiawatha  and  Ivanhoe  are  double  numbers. 

The  Crane  Classics  were  planned  to  furnish  reading  matter  of  a  high  order  for 
Teachers,  Reading  Circles,  advanced  class  work,  and  for  select  general  reading. 


1.  Selections  from  Ironquill, W.  M.  Davidson. 

2.  James  Henry  Lane William  Elsey  Connelley. 

3.  Wyandot  Folk-Lore,       ........  William  Elsey  Connelley. 

4.  Birds  of  Kansas, Benjamin  F.  Eyer. 

5.  Kansas  in  Literature,  Part  I William  H.  Carruth. 

6.  Kansas  in  Literature,  Part  II,      William  H.  Carruth. 

7.  The  Gkological  Story  of  Kansas L.  C.  Wooster. 

8.  Kansas   Territorial   Governors,    .    .    .  William  Elsey  Connelley. 

9.  Plants  and  Flowers  of  Kans.^s, Bernard  B.  Smyth. 

10.  John  Brown,  Part  I,         •    •    • WiUiam  Elsey  Connelley. 

11.  John  Brown,  Part  II William  Elsey  Connelley. 

12.  Richard  Realf's  Free-State  Poems, Richard  J.  Hinton. 

13.  Julius    Cesar, Introduction  by  Margaret  HiU  McCarter. 

14.  Macbeth Introduction  by  Margaret  Hill  McCarter. 

15.  Charles  Robinson, F.  W.  Blackmar. 

16.  Babby  Redstart,  and  Other  Bird  Stories,  .    .  Leander  S.  Keyser. 

17.  Study  of  History,  Sociology,  and  Economics,     .  F.  W.  Blackmar. 

18.  Silas  Marner,  (double  number,'!   Intro,  by  Margaret  Hill  McCarter. 

19.  Merchant  of  Venice,   .    .  Introduction  by  Margaret  Hill  McCarter. 

20.  Evangeline,      Edited  by  P.  H.  Pearson. 

21.  Macaulay's  Essay  on  Milton Edited  by  P.  H.  Pearson. 

22.  Lowell's  Vision  of  Sir  Launfal,  Edited  by  Margaret  Hill  McCarter. 

23.  Whittier's  Snow-Bound,    .    .    .  Edited  by  Margaret  Hill  McCarter. 

24.  Ivanhoe,  (double  number,)   .    .   .  Edited  by  Margaret  Hill  McCarter. 

25.  Hiawatha,  (double  number,)   .    .  Edited  by  Margaret  Hill  McCarter. 

26.  The   Miraculous  Pitcher,    .    .  Edited  by  Margaret  Hill  McCarter. 

27.  The  Courtship  of  Miles  Standish,    .    .  Edited  by  P.  H.  Pearson. 

28.  Kino   Lear, Edited  by  Margaret  Hill  McCarter, 

29.  The  Great  Stone  Face,    .    .    .  Edited  by  Margaret  Hill  McCarter, 

We  enjoy  sending  Catalogs  to  all  applicants. 


Crane  &  Company,  Publishers, 

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ESSENTIALS  OF  OB.THOGRAPHY  AND  ORTHOEPY. 

UNIVERSITY  OF  CALIFORNIA  LIBRARY 


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